(104) From Student to Faculty: Transitioning Roles in a Mental Health Simulation

Abstract : Schools of nursing lack educators experienced, trained, or certified in simulation pedagogy. Additionally, educators face constraints reinforcing course content with simulation standards of best practice due to insufficient funding for trained simulated participants (SPs). Therefore, time constraints, knowledge, and limited resources can negatively impact learner outcomes.

This presentation will introduce a journey in transforming a mental health simulation in an undergraduate accelerated nursing program starting from the lens of a learner who advanced into a faculty position. Simulation best practices had not been implemented for several years due to a lack of funding and resistance to change. Initially, faculty enjoyed portraying a client with a mental health disorder and were hesitant to give up control of the simulation scenarios. Unfortunately, student evaluations implied the mental health simulation as a “fun” activity with little reference to learning. Therefore, using the student lens experience, this simulation activity transitioned from utilizing nursing faculty to using trained SPs to portray clients with mental health conditions. Additionally, SPs used a scenario scripted by content experts.

Reflection through the lens of the learner to faculty prompted changes to this simulation incorporating best practices using SPs. Learner feedback shifted from “fun” to learners affirming the ability to practice therapeutic communication in a safe environment.

This experience streamlined this simulation in numerous ways from using best practices supporting learners' knowledge, competence, and confidence in providing care to clients with mental health conditions along with adding an element of realism using trained SPs.