Integrating simulation into a reflection-centered graduate psychiatric/mental health nursing curriculum

Rhonda Schwindt, Angela McNelis

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

The purpose of this qualitative study was to explore reflections of student learning following a simulation experience integrated into a psychiatric/mental health nurse practitioner course. As the demand for clinical placement sites increases and availability of preceptors declines, students require experiences that will prepare them for competent patient care. This experiential learning activity was grounded in reflection-centered pedagogy, utilizing standardized patients. Three main themes emerged from the data: importance of feedback, insight gained, and improved confidence. Findings suggest that simulation is a promising approach to promote the development of competencies in graduate nursing education.

Original languageEnglish (US)
Pages (from-to)326-328
Number of pages3
JournalNursing Education Perspectives
Volume36
Issue number5
DOIs
StatePublished - 2015

Fingerprint

Psychiatric Nursing
Curriculum
Psychiatry
Graduate Nursing Education
nursing
mental health
graduate
Students
curriculum
Problem-Based Learning
simulation
Nurse Practitioners
patient care
learning
Patient Care
Mental Health
Teaching
experience
nurse
student

Keywords

  • Centered pedagogy
  • Debriefing
  • Experiential learning
  • Graduate nursing education - reflection
  • Simulation
  • Standardized patients

ASJC Scopus subject areas

  • Nursing(all)
  • Medicine(all)
  • Education

Cite this

Integrating simulation into a reflection-centered graduate psychiatric/mental health nursing curriculum. / Schwindt, Rhonda; McNelis, Angela.

In: Nursing Education Perspectives, Vol. 36, No. 5, 2015, p. 326-328.

Research output: Contribution to journalArticle

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