ArticleJournal of family medicine and primary care2025
Bridging theory and practice in mental health: A pilot study on "virtual clinical simulation in psychiatric nursing education".
Article in Journal of family medicine and primary care, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Mental Health Nursing care relies on establishing a trusted relationship between the nurse and the patient. Effective communication and strong clinical reasoning are critical components of this relationship. However, our experiences as educators in psychiatric nursing programs reveal that students often experience anxiety and fear before beginning their clinical practice in psychiatry. To address this challenge and enhance clinical competency, a need was identified for a supportive intervention. Method: This study aimed to develop and evaluate a Psychiatric Nursing Clinical Virtual Simulation program to enhance knowledge, clinical reasoning, and therapeutic communication skills among third year of nursing students. The pilot study included total 56 third year BSc Nursing students, 29 students randomly assigned in the experimental group and 27 in the comparison group. A virtual simulation program was created using scenario-based videos, interactive modules, and assessments. Participants completed pre- and post-tests, engaged in simulated scenarios, and evaluated their clinical reasoning skills. Result: Content validity of the tools was ensured through expert review, achieving a Content Validity Index (CVI) score of 0.96. A pilot test was done to confirm the feasibility and reliability of the assessment tools. The findings showed that the virtual simulation program significantly improved knowledge and clinical reasoning skills. Participants reported high satisfaction with the program, highlighting its visual appeal and effectiveness in breaking the limitations of classroom teaching. All students successfully completed the program without difficulty, demonstrating its feasibility and acceptability. Conclusions: The Psychiatric Nursing Clinical Virtual Simulation program proved to be a valuable educational tool. It effectively addressed students' initial anxiety, enhanced their clinical competence, and fostered a deeper understanding of mental health nursing concepts. Virtual Patients, as part of this program, offer a promising pedagogical approach for developing independent learning and critical skills among nursing students.
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