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

Rhonda Schwindt, Angela McNelis

Research output: Contribution to journalArticle

7 Scopus citations


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
Issue number5
StatePublished - Jan 1 2015


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

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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