The effect of two simulations on students' knowledge and skills regarding physical health problems of psychiatric patients: A mixed-method study

Abstract

BackgroundSimulation-based training can help nursing students improve their mental and physical healthcare knowledge and skills. ObjectivesThis study focused on two different simulation modalities and investigated whether they helped nursing students acquire knowledge and develop skills necessary to address the physical health problems of people with mental disorders. DesignThis is a mixed-method study. SettingsThis study was conducted in Turkey. ParticipantsThe sample consisted of 61 students divided into two experimental groups and one control group. MethodsOne experimental group participated in a clinical simulation scenario involving a standardized patient modality, while the other participated in a hybrid simulation modality (standardized patient and high-fidelity model simulator). The control group participated in conventional training. The researchers evaluate the effect of the modalities and conventional training on clinical practice one month after the interventions. Focus group interviews were conducted with all participants one month after the evaluation. Knowledge test was administered to all participants before the intervention, after the intervention, at the third and sixth months after the intervention. Results and conclusionThe clinical simulation was statistically effective for students' skill development about physical health problems of psychiatric patients. Also, in the qualitative findings, the clinical simulation increased the knowledge level of the students and improved their physical health assessment skills. Standardized patient simulation and hybrid simulation modalities should be used to help nursing students develop their assessment skills regarding the physical health problems of psychiatric patients.