The Curriculum Gap
The identified needs gap in the curriculum was students’ lack of understanding of mental health outreach and crisis intervention. The literature confirms this gap since it was identified that students are often not prepared to provide mental health care to patients with alcohol withdrawal symptoms or suicidal ideation (Gates & Brown, 2017; Mirick, McCauley, Bridge, & Berkowitz, 2016). One of the possible causes for this gap is the impossibility to teach students to provide high-quality health care without adequate exposure to mental healthcare situations (Kunst, Mitchell, & Johnston, 2016). To address this gap, such teaching techniques as simulation and students’ involvement in mobile clinics may be implemented.
Summary of the Findings
The reviewed literature identified that simulation is a promising teaching technique for educating mental health nursing students. The earliest among the selected articles on this topic, conducted by McGarry, Cashin, and Fowler (2012), showed that by 2012, high fidelity human patient simulation had been used in nursing undergraduate teaching, but its effectiveness had not been much explored by scholars. A more recent literature review performed by Brown (2015) demonstrated that research in this field increased and found that various types of simulations were effective in increasing nursing students’ skills. Simulations also decreased students’ anxiety and fear of working with mentally ill patients (Brown, 2015). These findings are consistent with the results of studies conducted by Kunst et al. (2016), Webster (2014), and Gates and Brown (2017). This evidence suggests that simulation can be used to introduce the proposed change.
One study, in particular, assessed the effectiveness of simulation for teaching nursing students to provide care to patients with severe alcohol withdrawal symptoms. It was the study by Gates and Brown (2017), who identified a gap in students’ knowledge and confidence in managing alcohol withdrawal and showed that simulation could close this gap. The studies by Carretta, Burgess, and Welner (2015), Mirick et al. (2016), and Ranahan (2013) were devoted to suicidal individuals in nursing practice. The main point is that psychiatric nurses often encounter suicidal individuals and are frequently not quite prepared to help them. Luque and Castan᷉eda (2013) observed the benefits of mobile clinics and argues that employing nursing students would be helpful for both patients and students. Kiliç and Şimşek (2018) observed the importance of nurses in crisis intervention and listed competencies necessary to provide care to patients who survived a crisis. The reviewed literature helped gain an insight into the essential content and potential teaching strategies for the proposed curriculum change.
Literature Review Summary Table
References
Brown, A. M. (2015). Simulation in undergraduate mental health nursing education: A literature review. Clinical Simulation in Nursing, 11(10), 445-449.
Carretta, C. M., Burgess, A. W., & Welner, M. (2015). Gaps in crisis mental health: Suicide and homicide-suicide. Archives of Psychiatric Nursing, 29(5), 339-345.
Gates, S. A., & Brown, J. R. (2017). Preparing nursing and social work students to care for patients in acute alcohol withdrawal. Journal of Addictions Nursing, 28(3), 143-147.
Kiliç, N., & Şimşek, N. (2018). Psychological first aid and nursing. Journal of Psychiatric Nursing, 9(3), 212-218.
Kunst, E. L., Mitchell, M., & Johnston, A. N. B. (2016). Manikin simulation in mental health nursing education: An integrative review. Clinical Simulation in Nursing, 12(11), 484-495.
Luque, J. S., & Castan᷉eda, H. (2013). Delivery of mobile clinic services to migrant and seasonal farmworkers: A review of practice models for community-academic partnerships. Journal of Community Health, 38, 397-407.
McGarry, D., Cashin, A., & Fowler, C. (2012). Child and adolescent psychiatric nursing and the ‘plastic man’: Reflections on the implementation of change drawing insights from Lewin’s theory of planned change. Contemporary Nurse, 41(2), 263-270.
Mirick, R., McCauley, J., Bridge, J., & Berkowitz, L. (2016). Continuing education on suicide assessment and crisis intervention: What can we learn about the needs of mental health professionals in community practice? Community Mental Health Journal, 52, 501-510.
Ranahan, P. (2013). Pathways for preparation: Locating suicide education in preparing professionals for encounters with suicidal adolescents. Child & Youth Services, 34(4), 387-401.
Webster, D. (2014). Using standardized patients to teach therapeutic communication in psychiatric nursing. Clinical Simulation in Nursing, 10(2), e81-e86.