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1Department of Nursing, University of Scranton, Scranton, PA 18510, USA. buxtonb2@scranton.edu
Journal of Psychosocial Nursing and Mental Health Services
|April 14, 2011
Summary
Drama in nursing education effectively reduces student anxiety and fear regarding psychiatric-mental health clinical experiences. This simulation builds confidence and enhances essential communication skills for quality client care.
Area of Science:
- Nursing Education
- Mental Health Nursing
- Simulation-Based Learning
Background:
- Undergraduate nursing students often experience fear and anxiety concerning psychiatric-mental health clinical experiences.
- Effective strategies are needed to prepare students for real-world client interactions in mental health settings.
Purpose of the Study:
- To describe an innovative use of dramatic simulation in undergraduate nursing education.
- To evaluate the impact of dramatic presentations on student anxiety, fear, and confidence in psychiatric-mental health settings.
Main Methods:
- Unscripted dramatic role-playing scenarios were implemented in a classroom setting.
- A student portrayed a nurse, and a faculty member depicted an individual with mental illness.
- Following the simulation, students applied the nursing process to plan client care.
Main Results:
- Student evaluations of the dramatic presentations were highly favorable.
- Participants reported decreased anxiety and fear related to psychiatric-mental health experiences.
- The simulation enhanced student confidence and preparedness for clinical practice.
Conclusions:
- Dramatic simulation is an effective pedagogical tool for undergraduate nursing education in psychiatric-mental health.
- This method can be utilized by practicing nurses to enhance communication skills and improve patient care strategies.
- Simulation offers a controlled environment to practice managing challenging patient interactions effectively.
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