ABSTRACT
The future of psychiatric-mental health nursing depends on the preparation of nurses who will meet the mental health care needs of society. The current article discusses the development of the "Mental Health Ward," a simulated mental health experience that was offered for the first time to undergraduate baccalaureate nursing students at a Midwestern university in the United States. The Mental Health Ward is an innovative simulated hospital environment that includes the use of standardized patients and role play scenarios, resulting in a full mission simulation whereby students learn various psychiatric diagnoses and practice various pertinent skills, including nursing assessments, admission and discharge processes, medication administration, and therapeutic communication. Lessons learned by faculty and students in formulating the Mental Health Ward are presented.
Subject(s)
Education, Nursing, Baccalaureate/methods , Mental Disorders/diagnosis , Mental Disorders/nursing , Models, Educational , Patient Simulation , Psychiatric Nursing/education , Teaching/methods , Education, Nursing, Continuing , Humans , Midwestern United States , Pilot Projects , Program Development , Program EvaluationABSTRACT
As an assignment in a pediatric theory class, small groups of nursing students created and implemented scenarios in the high-fidelity simulation (HFS) laboratory. The project's purpose was to determine whether senior nursing students could create HFS scenarios that increased their knowledge base of pediatric nursing and supported the use of evidence in identifying problems and planning nursing care. After completing the project, students wrote individual reflective papers. Qualitative analysis of these papers revealed the common themes of expanded understanding of pediatric nursing care and professional growth. Data supported achievement of the project objectives; however, this was attributed to the scenario-creation process rather than to the scenarios themselves. Challenges identified included lack of a mechanism to involve each student in every scenario and logistical issues, such as faculty time and laboratory scheduling. With attention to such issues, this project can be implemented successfully in a variety of clinical areas.