A clinical instructors resource manual : depression scenario

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Devoy, Trenna
University of Lethbridge. Faculty of Health Sciences
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Lethbridge, Alta. : Universtiy of Lethbridge, Faculty of Health Sciences
From a student perspective, there is opportunity for experiential learning to improve performance (Reilly & Spratt, 2007). Simulation is an experiential teaching strategy which can build clinical competence in nursing (Jeffries, 2005). Research suggests that nursing educators are inexperienced in simulation and consequently lack the capacity to utilize simulation as teaching strategy (Schiavenato, 2009). This need prompted the creation of a mental health clinical instructor resource manual of a depression scenario. The manual supports the application, pedagogy and process for simulation in nursing education. Multiple variations of a depression scenario were designed to promote simple to complex student learning. The scenario was enacted by a standardized patient and adapted for use in a high-fidelity simulation setting. Two test pilots of the simulation scenarios were conducted with undergraduate nursing students. Formative and summative evaluation strategies were administered to measure project objectives. This project was deemed a success with minor revisions made to improve fidelity and usability.
Psychatric nursing -- Study and teaching -- Simulation methods , Nursing -- Study and teaching -- Simulation methods , Simulated patients , Psychiatric nursing -- Simulation methods , Nursing -- Simulation methods , Experiental learning , depression simulation , simulation as a teaching strategy , high-fidelity simulation , mental health nursing , simulation based education