Using Standardized Patients to Teach Therapeutic Communication in Psychiatric Nursing

Abstract

BackgroundThere is limited research into the effectiveness of standardized patient experiences (SPEs) to teach therapeutic communication skills in undergraduate psychiatric nursing students. MethodA quasi-experimental, one-group, pre–post evaluation design was used to examine the effectiveness of the use of SPEs to teach therapeutic communication skills in psychiatric nursing. Study participants included 89 senior nursing students enrolled in a psychiatric nursing clinical course in a baccalaureate nursing program. ResultsFaculty provided formative evaluation on 14 criteria and group feedback early in the semester for students' first interaction with a standardized patient (SP). During a second intervention at the end of the semester, with an SP, summative feedback was used to evaluate the student using the same 14 criteria. Significant differences were noted in 12 of the 14 criteria demonstrating improvement in therapeutic communication skills. ConclusionAlthough further research is needed, this study suggests that the use of SPEs is an effective methodology for promoting therapeutic communication skills in undergraduate psychiatric nursing students.