TITLE:
Utilizing simulation curriculum to decentralize mental health concepts
AUTHORS:
D. M. H. Michelle Beckford
KEYWORDS:
Simulation; Psychosocial; Communication
JOURNAL NAME:
Open Journal of Nursing,
Vol.3 No.2,
June
3,
2013
ABSTRACT: The
International Society of Psychiatric Nurses as well as The American Psychiatric
Nurses Association called for decentralization of psychiatric concepts in
undergraduate nursing education. The author developed a series of simulation scenarios to address therapeutic
communication and psychosocial needs in a variety of patient care settings. In
terms of holistic care, psychological well-being is relevant to all realms of
nursing practice. Mental health assessment and intervention need to be included
in all areas of an undergraduate-nursing curriculum. The purpose of this
project was to create a BSN curriculum that reflects the mental health needs
of patients not only in acute care psychiatric facilities but also in medical-surgical
disciplines, maternity units, and community settings. The curriculum is
designed to also cover mental health throughout the lifespan-from infancy to
end of life. A goal was to develop educational techniques, which translate
into safe practice. A series of five simulations have been created with
additional scenarios to be established in the following academic year. Topics
include: alcohol withdrawal, end of life care, post-traumatic stress disorder,
post-partum depression, serotonin syndrome, benzodiazepine over dose, elder abuse, depression in military
veterans, and geriatric depression. All incorporate QSEN competencies [1].
The overall learning objectives are for undergraduate nursing students to
initiate and implement an appropriate mental status assessment using
therapeutic communication, and also to provide safe care by identifying risk
factors and using clinical decision making to establish requisite nursing interventions. The methodology included relevant documentation through the use of
appropriate assessment tools. Learning objectives were assessed through pre-simulation
and post-simulation ten-question inventory and anecdotal feedback. QSEN
competencies were utilized in creating scenarios as well as pre and post
testing. Students voiced an ability to connect the didactic material to their
clinical experiences following simulation.