Using simulated practice in pre-registration education to explore mental health issues

Area of Science:

• Nursing Education
• Mental Health Care
• Pediatric Nursing

Background:

• UK policy mandates nurses possess mental health skills.
• Child nursing students face placement barriers, limiting mental health skill development.
• Brief or difficult mental health placements hinder confidence and therapeutic relationship building with young people.

Purpose of the Study:

• To evaluate a 3-day simulated practice strategy for child nursing students.
• To enhance student knowledge, skills, and confidence in managing pediatric mental health.
• To assess the impact of simulation training on student preparedness for real-world practice.

Main Methods:

• A 3-day simulated practice strategy was implemented for child nursing students.
• Students were surveyed 6 months post-training to assess skill application in practice.
• Qualitative and quantitative data were collected on confidence and skill development.

Main Results:

• 100% of students reported increased confidence in working with young people with mental health problems post-simulation.
• Simulated practice provided a platform to develop therapeutic skills and confidence.
• Students felt better prepared to handle mental health presentations in their practice.

Conclusions:

• Simulated practice is an effective strategy for enhancing child nursing students' confidence and skills in mental health.
• Addressing placement barriers through simulation can improve nurse preparedness for pediatric mental health care.
• This approach supports the UK policy goal of equipping all nurses with mental health competencies.