Building psychiatric advanced practice student nurse competency to conduct comprehensive diagnostic interviews using two types of online simulation methods
| Autor: | Shelly Eisbach, Phyllis Raynor, Beverly Baliko, Crystal Murillo, Vera Polyakova-Norwood |
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| Rok vydání: | 2021 |
| Předmět: |
medicine.medical_specialty
Interview Teaching method education Nurses Telehealth 03 medical and health sciences 0302 clinical medicine medicine Humans Learning 030212 general & internal medicine Psychiatry Students General Nursing Psychomotor learning 030504 nursing Mental health Critical thinking Asynchronous communication Faculty Nursing Learning Management Students Nursing Clinical Competence 0305 other medical science Psychology |
| Zdroj: | Journal of professional nursing : official journal of the American Association of Colleges of Nursing. 37(5) |
| ISSN: | 1532-8481 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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