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Alyousef SM. Saudi Arabian Nurses' Motivations and Barriers to Employment in Inpatient Mental Health Facilities: A Qualitative Investigation. J Am Psychiatr Nurses Assoc 2024:10783903241260734. [PMID: 38902999 DOI: 10.1177/10783903241260734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/22/2024]
Abstract
BACKGROUND The shortage of inpatient psychiatric mental health care nurses in Saudi Arabia represents an important health care challenge. AIM The aim of this study was to illuminate perspectives of psychiatric mental health nurses employed in psychiatric inpatient settings about their employment experiences. METHOD This study adopted an exploratory qualitative approach using thematic content analysis. Ten professional nurses with psychiatric inpatient caring experience participated in two focus groups composed of Master of Nursing students. RESULTS Four main themes emerged: inadequate professional skills and knowledge for psychiatric mental health care practice, negative public attitudes toward psychiatric/mental health nurses, concerns for personal safety, and alternatives and advantages. The findings of this study suggest that nurses' lack of interest in working in psychiatric units is not merely personal but also social and organizational. CONCLUSIONS The study findings may encourage managers and authorities to develop measures to attract more mental health nurses to work in psychiatric units. Such strategies may include modification of nurses' skills, training, and professional knowledge, collegial supervision, mentoring, and working conditions and environment.
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Jensen RAA, Musaeus P, Pedersen K. Virtual patients in undergraduate psychiatry education: a systematic review and synthesis. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:329-347. [PMID: 37294380 DOI: 10.1007/s10459-023-10247-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Accepted: 05/28/2023] [Indexed: 06/10/2023]
Abstract
Virtual patients are increasingly used in undergraduate psychiatry education. This article reports on a systematic review aimed at providing an overview of different approaches in this context, describing their effectiveness, and thematically comparing learning outcomes across different undergraduate programs. The authors searched PubMed, PsycInfo, CINAHL, and Scopus databases for articles published between 2000 and January 2021. Quantitative and qualitative studies that reported on outcomes related to learners' knowledge, skills, and attitudes following an intervention with virtual patients in undergraduate psychiatry education were reviewed. Outcomes were thematically compared, and a narrative synthesis of the different outcomes and effectiveness was provided. Of 7856 records identified, 240 articles were retrieved for full-text review and 46 articles met all inclusion criteria. There were four broad types of virtual patient interventions: case-based presentation (n = 17), interactive virtual patient scenarios (n = 14), standardized virtual patients (n = 10), and virtual patient videogames (n = 5). The thematic analysis revealed that virtual patients in psychiatry education have been used for learners to construe knowledge about symptomatology and psychopathology, develop interpersonal and clinical communicative skills, and to increase self-efficacy and decrease stigmatizing attitudes towards psychiatric patients. In comparison with no intervention, traditional teaching, and text-based interventions, virtual patients were associated with higher learning outcomes. However, the results did not indicate any superiority of virtual patients over non-technological simulation. Virtual patients in psychiatry education offer opportunities for students from different health disciplines to build knowledge, practice skills, and improve their attitudes towards individuals with mental illness. The article discusses methodological shortcomings in the reviewed literature. Future interventions should consider the mediating effects of the quality of the learning environment, psychological safety, and level of authenticity of the simulation.
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Affiliation(s)
- Rikke Amalie Agergaard Jensen
- Research Unit of Mental Health, Children and Adult, Aabenraa, Department of Regional Health Research, University of Southern Denmark, Odense, Denmark.
- Centre for Involvement of Relatives, Mental Health Services Region of Southern Denmark, Vejle, Denmark.
| | - Peter Musaeus
- Centre for Educational Development (CED), Aarhus University, Aarhus, Denmark
| | - Kamilla Pedersen
- Centre for Educational Development (CED), Aarhus University, Aarhus, Denmark
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Verkuyl M, Violato E, Harder N, Southam T, Lavoie-Tremblay M, Goldsworthy S, Ellis W, Campbell SH, Atack L. Virtual simulation in healthcare education: a multi-professional, pan-Canadian evaluation. Adv Simul (Lond) 2024; 9:3. [PMID: 38200615 PMCID: PMC10782638 DOI: 10.1186/s41077-023-00276-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Accepted: 12/26/2023] [Indexed: 01/12/2024] Open
Abstract
BACKGROUND As we experience a shortage of healthcare providers in Canada, it has become increasingly challenging for healthcare educators to secure quality clinical placements. We evaluated the impact of virtual simulations created for the virtual work-integrated learning (Virtu-WIL) program, a pan-Canadian project designed to develop, test, and offer virtual simulations to enrich healthcare clinical education in Canada. Evaluation was important since the virtual simulations are freely available through creative commons licensing, to the global healthcare community. METHODS Students self-reported their experiences with the virtual simulations and the impact on their readiness for practice using a survey that included validated subscales. Open-ended items were included to provide insight into the students' experiences. RESULTS The evaluation included 1715 Nursing, Paramedicine and Medical Laboratory students enrolled in the Virtu-WIL program from 18 post-secondary universities, colleges, and institutions. Results showed most students found the virtual simulations engaging helped them learn and prepare for clinical practice. A key finding was that it is not sufficient to simply add virtual simulations to curriculum, careful planning and applying simulation pedagogy are essential. CONCLUSION Virtual simulation experiences are increasingly being used in healthcare education. Results from this rigorous, large-scale evaluation identified ways to enhance the quality of these experiences to increase learning and to potentially decrease the number of hours healthcare students need in clinical practice to meet professional competencies. Further research is needed regarding many aspects of virtual simulations and, in particular, curriculum integration and the timing or sequencing of virtual simulations to best prepare students for practice.
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Affiliation(s)
- Margaret Verkuyl
- School of Community and Health Studies, Centennial College, P.O. Box 631, Station A, Toronto, Ontario, M1K 5E9, Canada.
| | - Efrem Violato
- Centre for Advanced Medical Simulation, Northern Alberta Institute of Technology, 11762 - 106 Street, Edmonton, Alberta, T5G 2R1, Canada
| | - Nicole Harder
- College of Nursing, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba, R3T 2N2, Canada
| | - Theresa Southam
- Teaching and Learning Centre, Selkirk College, 301 Frank Beinder Way, Castlegar, British Columbia, V1N 4L3, Canada
| | - Mélanie Lavoie-Tremblay
- Faculty of Nursing, University of Montreal, Pavillon Marguerite-d'Youville, 2375, chemin de la Côte Sainte-Catherine, Bureau 2089, Montréal, QC, H3T 1A8, Canada
| | - Sandra Goldsworthy
- School of Nursing and Midwifery, Mount Royal University, 4925, Mount Royal Gate SW, Calgary, Alberta, T3E 6K6, Canada
| | - Wendy Ellis
- Sally Horsfall Eaton School of Nursing, George Brown College, 51 Dockside Drive, Toronto, Ontario, M5A 1B6, Canada
| | - Suzanne H Campbell
- School of Nursing, The University of British Columbia, T201-2211, Wesbrook Mall, Vancouver, British Columbia, V6T 2B5, Canada
| | - Lynda Atack
- School of Community and Health Studies, Centennial College, P.O. Box 631, Station A, Toronto, Ontario, M1K 5E9, Canada
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Moyer JE. Virtual Reality Simulation Applications in Pre-Licensure Psychiatric Nursing Curricula: An Integrative Review. Issues Ment Health Nurs 2023; 44:984-1001. [PMID: 37672766 DOI: 10.1080/01612840.2023.2243330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/08/2023]
Abstract
The integrative review's objective is to determine the effectiveness of incorporating virtual reality (VR) simulation teaching methods in pre-licensure psychiatric nursing curricula. While the demand for skilled nurses has increased, the COVID-19 pandemic exacerbated nursing educational resource shortages and reduced the number of qualified applicants accepted into nursing schools. Psychiatric assessment and communication skills are difficult to obtain. VR simulation may present an effective solution to enhancing nursing students' psychiatric education. The integrative review was the study design. Tailored search terms were applied to the following databases: PubMed, PsycINFO, ERIC, and CINAHL Plus with Full Text. The databases were searched by title and abstract during the period January 1, 2011, through October 14, 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were applied to search strategies and results. The selected articles were evaluated using the Johns Hopkins research evidence appraisal tool. Eleven studies met the inclusion criteria for the integrative review. Study results were categorized into two main themes: (a) pedagogical approach and (b) usability. Three sub-themes emerged: (a) knowledge, (b) attitudes, and (c) skills. VR was found to be effective in increasing nursing students' knowledge; improving communication and decision-making skills; and impacting attitudes toward patients living with mental illness. VR was found to be the same as or superior to traditional and other simulation methods in teaching psychiatric nursing education to pre-licensure students. While convenient, virtual reality use involves managing technical difficulties and considering safety. VR simulation is an effective pedagogical approach for psychiatric nursing curricula and offers a potentially cost-effective alternative to traditional learning and other simulation methods.
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Affiliation(s)
- Jennifer E Moyer
- MSN Program, Framingham State University, Framingham, Massachusetts, USA
- Massachusetts Department of Public Health, SANE Program, Boston, MA, USA
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Joung J, Kang KI. Can Virtual Simulation Replace Clinical Practical Training for Psychiatric Nursing? Issues Ment Health Nurs 2022; 43:706-711. [PMID: 35380910 DOI: 10.1080/01612840.2022.2055684] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
In Korea, virtual simulation is currently replacing clinical practical training for psychiatric nursing due to the COVID-19 pandemic. This study aimed to explore the virtual simulation experiences of nursing students through focus-group interviews. Three categories were derived: 'glad that the patients were not real people', 'bridge between the text world and the real world', and 'supplementations needed for virtual simulation to replace clinical practice'. Although virtual simulation helped acquire knowledge and skills related to psychiatric nursing practice in a safe environment, there were limitations to replacing clinical practice. To overcome this, a diverse approach between students and professors is required.
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Affiliation(s)
- Jaewon Joung
- College of Nursing, Research Institute of Nursing Science, Jeonbuk National University, Jeonju, Republic of Korea
| | - Kyung Im Kang
- College of Nursing, Institute of Health Sciences, Gyeongsang National University, Jinju, Republic of Korea
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Kamenšek T. Uporaba virtualnih simulacij ali virtualnih pacientov pri izobraževanju študentov v zdravstveni negi. OBZORNIK ZDRAVSTVENE NEGE 2022. [DOI: 10.14528/snr.2022.56.1.3136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Uvod: Epidemija covida-19 je omejila praktično usposabljanje študentov zdravstvene nege. V zdravstveni negi simulacije niso novost, razmeroma novo področje izobraževanja pa so virtualne simulacije ali virtualni pacienti. Namen pregleda je bil preučiti najnovejše empirične ugotovitve o učinkovitosti oziroma uspešnosti uporabe virtualnih simulacij ali virtualnih pacientov pri študiju zdravstvene nege po svetu.Metode: Pregledani so bili znanstveni članki, objavljeni med letoma 2016 in 2021 v bibliografskih bazah CINAHL, MEDLINE, ERIC ter v kataložno-bibliografski bazi podatkov COBIB. Proučevani so bili članki, ki so obravnavali študente zdravstvene nege, pri katerih sta bila virtualna simulacija ali virtualni pacient uporabljena za način učenja in ne kot način preverjanja usvojenega znanja druge učne metode. Sinteza rezultatov je bila narejena s tematsko analizo.Rezultati: Vključenih je bilo 12 raziskav, ki so bile večinoma opravljene v razvitih državah. Rezultati so pokazali pozitiven vpliv virtualnih simulacij ali virtualnih pacientov na kognitivno in afektivno domeno znanja, praktično izvedbo intervencij, oceno samoučinkovitosti, kompetentnosti in zadovoljstva študentov.Diskusija in zaključek: Kadar kliničnega usposabljanja za študente zdravstvene nege ni mogoče zagotoviti, so virtualne simulacije ali virtualni pacienti lahko eno izmed možnih okolij za trening kliničnih odločitev, ki bi jih študent sicer pridobil v klinični praksi, ne morejo pa nadomestiti kliničnega usposabljanja in izkušenj, ki jih študent pridobi ob pacientu.
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Reger GM, Norr AM, Gramlich MA, Buchman JM. Virtual Standardized Patients for Mental Health Education. Curr Psychiatry Rep 2021; 23:57. [PMID: 34268633 DOI: 10.1007/s11920-021-01273-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/10/2021] [Indexed: 11/28/2022]
Abstract
PURPOSE OF REVIEW The training of psychiatrists and other mental health professionals requires education on a range of interpersonal, communication, and psychotherapy techniques. Classroom and workshop training must be augmented by experiential learning with feedback for skill implementation with fidelity. Virtual standardized patients (VSPs) are computerized conversational agents that can support experiential learning through standardized, consequence-free training environments at reduced costs. RECENT FINDINGS Research on mental health VSPs is rife with feasibility and acceptability pilot studies across various training populations and settings. Users have generally reported positive reactions to training with VSPs, though frustrations with some VSP speech recognition or VSP response relevance has been reported. Several studies have demonstrated a promising transfer of clinical skills from VSP training to human standardized patients and randomized trials supporting improved skill relative to reading or academic study are encouraging. As technology improves and natural language processing and accurate computer response generation for broad ranging conversational topics emerges, the field would benefit from research on the characteristics of effective VSPs for a range of purposes and trainee populations. Well-designed randomized evaluations of VSPs relative to best practices in education are needed, particularly regarding the impact of VSPs on clinical practice among actual patients.
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Affiliation(s)
- Greg M Reger
- VA Puget Sound Health Care System, 9600 Veterans Drive, A-116, Tacoma, WA, 98493, USA. .,University of Washington School of Medicine, Seattle, WA, USA.
| | - Aaron M Norr
- University of Washington School of Medicine, Seattle, WA, USA.,VISN 20 Mental Illness Research, Education and Clinical Center, Seattle, WA, USA
| | - Michael A Gramlich
- VA Puget Sound Health Care System, 9600 Veterans Drive, A-116, Tacoma, WA, 98493, USA
| | - Jennifer M Buchman
- VA Puget Sound Health Care System, 9600 Veterans Drive, A-116, Tacoma, WA, 98493, USA
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