Mixed discipline 'Simulation Integrating Mental and Physical health Learning' (SMIPL): A qualitative study of student...

Individuals with comorbid physical and mental health conditions face significant threats to their well-being while placing a substantial burden on healthcare systems through increased service costs. Nursing professionals encounter multiple challenges in delivering effective care to this population. These challenges include a lack of integrated care models, communication barriers among providers, the complexity of addressing dual health needs, insufficient training in comorbidity management, resource and time constraints, and pervasive stigma toward mental illness. These factors leave many nurses, in particular, report feeling ill-prepared to provide integrated care for individuals with such complex conditions. Comorbid physical and mental health problems pose significant risks to individuals and incur additional costs to healthcare services. Addressing these barriers calls for enhanced training programs, stronger collaboration among healthcare professionals, and the adoption of integrated care approaches. Simulation-based approaches have emerged as a potential solution to address some of these challenges, offering a way to enhance healthcare providers' knowledge and confidence in managing comorbidities.

To 1) explore the experiences of students learning together in a mixed specialty high-fidelity simulation developed to increase knowledge and confidence in providing care for people with comorbidities and 2) understand what aspects of the simulation facilitated and hindered their engagement and learning.

This study employed an illuminative evaluation, a qualitative research approach designed to provide a deeper understanding of how learning occurs in specific educational contexts.

An exploratory qualitative study was conducted using focus groups to gather data. Eighteen undergraduate students from mental health and adult nursing programs participated in a novel, integrated simulation-based learning experience designed to simulate real-world healthcare challenges. Participants were purposively sampled to ensure diverse perspectives. The focus groups were semi-structured, with sessions lasting approximately 60 min, and discussions were analysed using thematic analysis.

Nursing students from both disciplines reported an increase in knowledge, confidence and assessment skills. Peer learning through observation and discussion, alongside the interdisciplinary working that was encouraged during the simulation session, was highly valued. Students spoke about the key features of the simulation, such as group size and authenticity, that had supported and hindered their engagement.

Collaborative learning between nursing specialisms about comorbid health conditions effectively aligns student experience and teaching methods with their learning outcomes. Educators might consider the potential of this approach for a range of complex, multi-factor health conditions.