Building psychiatric advanced practice student nurse competency to conduct comprehensive diagnostic interviews using two types of online simulation methods.

Autor: Raynor P; University of South Carolina, College of Nursing, Suite 202, 1601 Greene Street, Columbia, SC 29208, United States of America. Electronic address: phyllis.raynor@raynor.org., Eisbach S; University of South Carolina, College of Nursing, Suite 202, 1601 Greene Street, Columbia, SC 29208, United States of America. Electronic address: eisbach@mailbox.sc.edu., Murillo C; University of South Carolina, College of Nursing, Suite 202, 1601 Greene Street, Columbia, SC 29208, United States of America. Electronic address: cgraham@sc.edu., Polyakova-Norwood V; University of South Carolina, College of Nursing, Suite 202, 1601 Greene Street, Columbia, SC 29208, United States of America. Electronic address: vnorwood@mailbox.sc.edu., Baliko B; University of South Carolina, College of Nursing, Suite 202, 1601 Greene Street, Columbia, SC 29208, United States of America. Electronic address: balikob@mailbox.sc.edu.
Jazyk: angličtina
Zdroj: Journal of professional nursing : official journal of the American Association of Colleges of Nursing [J Prof Nurs] 2021 Sep-Oct; Vol. 37 (5), pp. 866-874. Date of Electronic Publication: 2021 Jun 26.
DOI: 10.1016/j.profnurs.2021.06.009
Abstrakt: Background: Through innovative use of established technologies, online nursing programs can provide psychiatric mental health nurse practitioner (PMHNP) students with robust virtual experiences for learning professional competencies, including those involving psychomotor and affective domains.
Purpose: To describe a virtual simulation teaching methodology using online text-based simulations of patient visits prior to a virtual standardized patient (SP) encounter in an asynchronous online course for PMHNP students.
Method: Student learning experiences were framed by the Framework for the 21st Century Learning. Two types of online simulations were employed: (1) four text-based exercises, created with a testing tool in a learning management system, allowed students to practice the critical thinking processes behind diagnostic interviewing, and (2) a telehealth simulation with an SP, where students engaged the patient, conducted a diagnostic interview, and discussed the treatment plan with the patient. Following the telehealth simulation, students completed self-assessments, received individual feedback from the SP and clinical faculty, and discussed experiences in small groups.
Results: Students demonstrated professional competencies and developed self-awareness and self-efficacy through reflection and discussion.
Conclusion: This teaching approach can potentially enhance learning and build greater career skills including conducting diagnostic interviews using therapeutic communication skills for patients with stigmatizing mental health conditions.
(Copyright © 2021 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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