The development of a mental health low-fidelity simulation to enhance undergraduate nursing student knowledge and competency

O'Donnell, Lauren (2022) The development of a mental health low-fidelity simulation to enhance undergraduate nursing student knowledge and competency. Practicum Report. Memorial University of Newfoundland. (Unpublished)

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Abstract

Background: The purpose of this practicum project was to develop a low-fidelity mental health simulation to enhance knowledge and competency among Cape Breton University undergraduate nursing students. Low-fidelity simulation is an active learning strategy to enhance traditional teaching methods and introduce students to mental health concepts prior to clinical placement. Methods: A literature review was conducted to compare active learning techniques and undergraduate nursing student learning outcomes. An environmental scan was completed with undergraduate nurse educators and institutions in Atlantic Canada to identify current mental health teaching strategies and barriers to mental health learning. Consultations were completed with Cape Breton University nursing students and nursing faculty to identify perceived mental health learning needs. Results: Published literature showed that low-fidelity simulation benefits undergraduate nursing students by developing cognitive and affective knowledge; enhancing confidence; and improving overall satisfaction. The environmental scan helped identify that universities differ in their teaching strategies (e.g., mental health theoretical course versus a concept-based approach). Mental health simulation is not often utilized, and clinical placements vary in duration. Nurse educators identified there is limited mental health laboratory time with competing demands of the programs and limited funding for implementation. Consultees identified the laboratory as necessary to prepare students for mental health clinical and the use of low-fidelity simulation is a solution to funding challenges. Low-fidelity simulation was favored among students when compared to other mental health simulation techniques. A mental health low-fidelity simulation was developed for undergraduate nursing students at Cape Breton University. The simulation consists of student learning objectives, a case scenario, a detailed facilitative approach to delivery, preparation material, pre-brief, debrief, and methods for evaluating student learning outcomes. Conclusion: Low-fidelity simulation will provide students with the necessary practice and guidance to expand their knowledge of mental health concepts to enhance competency in engaging with clients seeking mental health treatment.

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