Students perceived the blended learning programme as an important preparation for practice. All nurses must use excellent communication and interpersonal skills. Nurses will often have to solve problems very quickly, as psychiatric patients can be unpredictable. 2005;80(10 Suppl):S46–54. Haraldseid C, Friberg F, Aase K. How can students contribute? The Disadvantages of Being a Pediatric Nurse. Psychiatric nursing is a complex profession requiring a great deal of compassion, sensitivity and relationship building. To solve this dilemma, a digital presentation of asynchronous content was developed, to ensure that nursing students could prepare themselves for clinical training in mental health nursing. Playing the nurse is demanding, but educational. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. In addition, 78% expressed that to a large and very large extent they could combine theoretical and practical knowledge when caring for patients suffering from psychological problems and their relatives. 2014;70(6):1344–55. 69% had health care work experience before they started the nursing education. Those who played the “patient” gave immediate feedback after completing the role play, which was highlighted as valuable. Learning outcomes were based on the European Qualification Framework (EQF) [31] . “It was this patient situation I played as a nurse, so I had to gain knowledge of the diagnosis and communication in advance” (Have to be prepared when playing the nurse). JBI Database System Rev Implement Rep. 2015;13(7):177–212. Learned a lot by meeting such a patient” (‘Little previous experience of mental health’). Percival J. To prepare students for mental health nursing practice, a communication skills course based on the blended learning method was developed and carried out at two different campuses. Stenberg M, Carlson E. Swedish student nurses’ perception of peer learning as an educational model during clinical practice in a hospital setting—an evaluation study. stated that the nurse-patient relationship is the core of mental health nursing and that the behaviors of both nurse and patient interacting together play a significant role in the quality of patient care and its outcome. Students’ experience of this method is described in postgraduate programmes [29]. The students were confident that the teachers’ performance of the patient and relative roles was in line with reality. There are no difficult patients, but challenging relationships. Also important to point out what was good.”. J Adv Nurs. Faculty of Health and Social Services, Inland Norway University of Applied Sciences, Elverum, Norway, Merete Furnes, Kari Sofie Kvaal & Sevald Høye, Faculty of Nursing and Health Sciences, Nord University, Bodø, Norway, You can also search for this author in (2013) describe students’ dread of psychiatric patients as a stereotypical fear of people with mental illness [12]. Sams A, Bergmann J. Flip your students’ learning. McGilton K, Irwin-Robinson H, Boscart V, Spanjevic L. Communication enhancement: nurse and patient satisfaction outcomes in a complex continuing care facility. Almost all participants (94%) indicated that to a large and very large extent they reflected on their own communication methods when meeting patients, relatives and fellow students/colleagues. Kameg K, Mitchell AM, Clochesy J, Howard VM, Suresky J. Communication and human patient simulation in psychiatric nursing. This might have influenced their motivation and attitude to the course, and could be a reason for the great difference in perceived learning outcome. After keeping track of a patient's typical non-verbal cues, psychiatric nurses are able to predict a patient's responses and reactions. 2014;28(29):37–41. In order to communicate effectively, nurses must acknowledge their own emotional responses [13]. Another possibility is peer role play, a method that is easier and cheaper to implement. Br J Nurs. Simulation of communication in nursing practice provides an opportunity to prepare for practice before encountering real patients [16,17,18]. Online J Issues Nurs. Two categories are underpinned by subcategories and exemplified by the following statements: “Role play with filming made me reflect on what happened during the meeting with the patient, become more confident about the fact that what I did that worked and enabled me to see what needs to be adjusted in relation to appropriate communication” (More confidence in own communication). Issues Ment Health Nurs. J Clin Nurs. The effects of gender on the attitudes towards the computer assisted instruction: a meta-analysis. This can be understood in several ways: All the students in the group want to be seen, which is an elementary, basic need. Furthermore, the written information contained details about the purpose of the study. NHS Careers: Mental Health Nursing - What Are the Special Demands? Int J Nurs Stud. At the large campus the roles were nurse, video photographer and observers, while the patient role was played by teachers with experience of mental health nursing. Feedback by simulated patients in undergraduate medical education: a systematic review of the literature. More time for the reflection group so that all video scenarios can be seen and discussed, thus fulfilling the students’ need to be seen individually. However, the students rated this method somewhat lower than role play alone. Students found that the feedback was provided differently, depending on the teacher. 2013;12(1):15–23. Article  The communication skills course was conducted simultaneously in the two campuses. The students themselves recommended the use of teachers in all role play. The field is unfamiliar to most students and the communication demands are large [10]. Boykins AD. Having met patients with dementia earlier in their education programme, especially in nursing homes, they recognized these simulation situations and found no particular learning outcomes in them. In addition, communication is important for patient safety. However, simulation has little tradition and a short history within mental health nursing. PubMed  The National Curriculum for Nursing Education in Norway sets out requirements related to nurses’ communication skills after the three-year bachelor degree programme. century students’ expectations of flexible, digital teaching [46]. The role play was videotaped and formed the basis for the subsequent reflection group comprising the teacher and students (week three). The face validity was critically appraised by means of discussions in a reference group, after which the authors revised the questionnaire based on consensus among the reference group members. 2012;32(4):464–8. The authors wish to acknowledge the Bachelor students at Inland Norway University of Applied Sciences (INN) for taking the time to answer the questionnaire, thus making this study possible. Two of the themes were formulated as statements, with five levels from 1 (totally disagree) to 5 (totally agree). MF, KK and SH analysed and interpreted the data. Article  Rigby L, Wilson I, Baker J, Walton T, Price O, Dunne K, Keeley P. The development and evaluation of a ‘blended’ enquiry based learning model for mental health nursing students: “making your experience count”. McGarry BJ, Theobald K, Lewis PA, Coyer F. Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: an integrated review. Google Scholar. Several responses indicate that students had some negative expectations of mental health nursing practice. Communication skills in mental health settings This section will explore an intentioned, purposeful and effective approach to communication as it can be used by mental health nurses in different clinical settings. One hundred students answered the questionnaire, which ensures anonymity. A similar number (71%) became familiar with the various elements of Active listening to a large and very large extent. The students were guaranteed complete anonymity and informed that participation was voluntary. Nurse Educ Today. Acad Med. As there are over 40 different courses at the largest campus, and only three auditoriums in which video transfer is possible, synchronous lectures for the students presents great challenges. A qualitative study of active student involvement in development of technological learning material for clinical skills training. PubMed  2012;26(1):90–7. 2013;22(11):638–44. In what way does the presence of teachers influence students’ learning outcomes regarding therapeutic communication? Bouter S, van Weel-Baumgarten E, Bolhuis S. Construction and validation of the Nijmegen evaluation of the simulated patient (NESP): assessing simulated patients’ ability to role-play and provide feedback to students. I think I would learn more with simulation of additional cases.”. However, it has also been stated that more research on this topic is required [21,22,23]. Ms. Windermere, a senior-level copy editor, has appeared in mastheads of newspapers and magazines as copy chief, writer and proofreader, including "Sun-Sentinel," "Miami Herald," "City Link," "New Times," "NewBeauty," "Luxe," "Florida Alligator," "Orange & Blue," and more. Our findings indicate that the method requires a cautious and carefully planned approach with sufficient time for each student to be seen and given feedback. PubMed  A challenge for educators is to meet 21st. Job Duties of Nurses in a Psychiatric Setting, McGraw-Hill: Core Communication Skills in Mental Health Nursing (PDF), Inner Body: Becoming a Psychiatric Nurse - Necessary Skills and Qualities. This method is also transferable to other topics and courses. The aim of the study is to explore Bachelor nursing students’ appraisal of blended learning methods for enhancing communication skills in mental health nursing. In addition, the questionnaire was designed to measure the students’ assessment of the blended learning methods employed during the communication course. To ensure that students prepare to face all situations, the distribution of roles can be done when students attend the Simulation Department. Brownie S, Scott R, Rossiter R. Therapeutic communication and relationships in chronic and complex care. “We could have had even more role play with filming. The participants gave their consent by filling out the questionnaire. Out requirements related to qualitative studies where the researcher [ 51 ] other serious mental disorders learning is a all. J-Jmdp, van der Vleuten C, Erdamar GK by nurse supervisors qualitative studies where the time devoted. Psychotic patients ” ( sharing experiences ) done better ” ( feedback on communication skills intervention for community healthcare reduces! 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