Nursing students' knowledge deficits, lack of experience, personal biases, and anxiety can ultimately create vulnerability, avoidance, and discriminatory behaviours toward people experiencing a mental health disruption. Nursing students express the need for more innovative educational opportunities to refine skills and enhance knowledge specific to suicidal identification and risk assessment. Virtual simulation has increased significantly within healthcare education to supplement, enhance, and support learning since the beginning of the COVID-19 pandemic. A virtual simulation education module focused on suicidal ideation and assessment of risk was designed and implemented to strengthen the learning, preparedness, and confidence of nursing students providing care in a mental health setting. The purpose of this study is to explore the perceived effectiveness of a suicidal ideation – assessment of risk virtual simulation module for undergraduate nursing students. The sample consisted of third-year nursing students enrolled in a mental health in nursing course from Ottawa, Ontario (N = 130). The research design is a mixed methods explanatory sequential design whereby the dominant data resides in the quantitative portion of the research study. The research study was divided into Phase I, referred to as the quantitative portion, and Phase II, referred to as the qualitative portion. In Phase I, the effectiveness of the virtual simulation focused on suicidal ideation and assessment of risk and were measured using the Simulation Effectiveness Tool-Modified (SET-M). The SET-M is a 19-item quantitative Likert scale tool used to measure the effectiveness of a simulation and its components after its completion. In Phase II, semi-structured interviews were the primary method for qualitative data collection to provide greater insight into Phase I of the research study.
The quantitative findings demonstrated a simulation experience that was supportive of the nursing students’ learning, specifically in relation to nursing skills and assessments, problem- solving, clinical decision-making, and communication skills. The quantitative results demonstrated the importance of structure and guidance to achieve the desired outcomes of the simulation. Thematic analysis of the semi-structured interviews revealed that the virtual simulation on suicidal ideation and assessment of risk was associated with increases in learning, preparedness, confidence, knowledge, critical reflection, and a decrease in anxiety regarding suicide ideation and assessment of risk. The virtual simulation module on suicidal ideation and assessment of risk reinforces the need for various educational modalities to engage and increase the preparedness of nursing students entering clinical placement.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/45123 |
| Date | 06 July 2023 |
| Creators | Hamidi, Yusuf |
| Contributors | Tyerman, Jane Jessica |
| Publisher | Université d'Ottawa / University of Ottawa |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
| Rights | CC0 1.0 Universal, http://creativecommons.org/publicdomain/zero/1.0/ |
Page generated in 0.0455 seconds