Development of ethical competences in mental health and psychiatry: simulation with nursing students
Introduction Simulation as a pedagogical strategy contributes to improving the acquisition, consolidation and retention of knowledge and is very attractive for students. In simulation learning, students come into contact with real clinical practices, allowing them to develop personal, psychosocial,...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2023-03-01
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| Series: | European Psychiatry |
| Online Access: | https://www.cambridge.org/core/product/identifier/S0924933823018606/type/journal_article |
| _version_ | 1797616940282281984 |
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| author | R. Lopes I. Moreira M. Neves C. Brás R. Rodrigues |
| author_facet | R. Lopes I. Moreira M. Neves C. Brás R. Rodrigues |
| author_sort | R. Lopes |
| collection | DOAJ |
| description |
Introduction
Simulation as a pedagogical strategy contributes to improving the acquisition, consolidation and retention of knowledge and is very attractive for students.
In simulation learning, students come into contact with real clinical practices, allowing them to develop personal, psychosocial, ethical and clinical skills, facilitating learning for decision-making.
The creation of different and complex simulation scenarios within the scope of Mental Health and Psychiatry (MHP) allows the empowerment of nursing students, through the anticipation and prevention of errors and the creation of training opportunities, which culminate in the development of critical thinking and reflective on the ethical dimension of caring for people experiencing mental illness.
Objectives
To analyze the simulation as a strategy to develop ethical competences in MHP; To reflect on respect for autonomy, capacity for self-determination and dignity of the person; To reflect on care practices that promote respect and dignity for people experiencing mental illness.
Methods
After the careful design of the situation simulation scenario in MHP, the steps are as follows:
Prebriefing - transmit generic information about the scenario to the participants/students; request the participation of some students to assume the role of actors in the context they will encounter and prepare to start the case; explain to observers what will happen and the goals of the scenario.
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Scenario development.
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Debriefing - ask observers to analyse and reflect on positive aspects of performance; lead participants to analyse and reflect on their actions; investigate the basis of gaps/errors.
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Reflection - facilitating students’ structured thinking (reflection-in-action and reflection-on-action); review learning.
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Assessment - focus group interview; observation and/or filming.
Results
The evaluation revealed that the use of a simulation scenario allows the connection between the theoretical contents of ethics (principles, dignity of the person, human rights, informed consent, …) with what they saw and experienced in the scenario; facilitates understanding of concepts, helps to internalize knowledge and retain information; favors reflection, development of critical thinking through discussion and argumentation; makes it easier to understand the relationship between the subject taught and reality; and the discussion of the situation helped to structure the thought.
The diversity of scenarios is interesting and useful, it allows understanding the different role of nurses in the hospital context and in the context of primary care.
Conclusions
It is concluded that the use of a simulation scenario in MHP is of great interest and usefulness for the development of ethical competences, allowing reflection on care practices that promote respect and dignity of the person with experience of mental illness.
Disclosure of Interest
None Declared |
| first_indexed | 2024-03-11T07:48:22Z |
| format | Article |
| id | doaj.art-841d78216e1149f788beafd6fe7fb8a0 |
| institution | Directory Open Access Journal |
| issn | 0924-9338 1778-3585 |
| language | English |
| last_indexed | 2024-03-11T07:48:22Z |
| publishDate | 2023-03-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | European Psychiatry |
| spelling | doaj.art-841d78216e1149f788beafd6fe7fb8a02023-11-17T05:07:13ZengCambridge University PressEuropean Psychiatry0924-93381778-35852023-03-0166S878S87910.1192/j.eurpsy.2023.1860Development of ethical competences in mental health and psychiatry: simulation with nursing studentsR. Lopes0I. Moreira1M. Neves2C. Brás3R. Rodrigues4Escola Superior de Enfermagem de Coimbra, Coimbra, PortugalEscola Superior de Enfermagem de Coimbra, Coimbra, PortugalEscola Superior de Enfermagem de Coimbra, Coimbra, PortugalEscola Superior de Enfermagem de Coimbra, Coimbra, PortugalEscola Superior de Enfermagem de Coimbra, Coimbra, Portugal Introduction Simulation as a pedagogical strategy contributes to improving the acquisition, consolidation and retention of knowledge and is very attractive for students. In simulation learning, students come into contact with real clinical practices, allowing them to develop personal, psychosocial, ethical and clinical skills, facilitating learning for decision-making. The creation of different and complex simulation scenarios within the scope of Mental Health and Psychiatry (MHP) allows the empowerment of nursing students, through the anticipation and prevention of errors and the creation of training opportunities, which culminate in the development of critical thinking and reflective on the ethical dimension of caring for people experiencing mental illness. Objectives To analyze the simulation as a strategy to develop ethical competences in MHP; To reflect on respect for autonomy, capacity for self-determination and dignity of the person; To reflect on care practices that promote respect and dignity for people experiencing mental illness. Methods After the careful design of the situation simulation scenario in MHP, the steps are as follows: Prebriefing - transmit generic information about the scenario to the participants/students; request the participation of some students to assume the role of actors in the context they will encounter and prepare to start the case; explain to observers what will happen and the goals of the scenario. - Scenario development. - Debriefing - ask observers to analyse and reflect on positive aspects of performance; lead participants to analyse and reflect on their actions; investigate the basis of gaps/errors. - Reflection - facilitating students’ structured thinking (reflection-in-action and reflection-on-action); review learning. - Assessment - focus group interview; observation and/or filming. Results The evaluation revealed that the use of a simulation scenario allows the connection between the theoretical contents of ethics (principles, dignity of the person, human rights, informed consent, …) with what they saw and experienced in the scenario; facilitates understanding of concepts, helps to internalize knowledge and retain information; favors reflection, development of critical thinking through discussion and argumentation; makes it easier to understand the relationship between the subject taught and reality; and the discussion of the situation helped to structure the thought. The diversity of scenarios is interesting and useful, it allows understanding the different role of nurses in the hospital context and in the context of primary care. Conclusions It is concluded that the use of a simulation scenario in MHP is of great interest and usefulness for the development of ethical competences, allowing reflection on care practices that promote respect and dignity of the person with experience of mental illness. Disclosure of Interest None Declaredhttps://www.cambridge.org/core/product/identifier/S0924933823018606/type/journal_article |
| spellingShingle | R. Lopes I. Moreira M. Neves C. Brás R. Rodrigues Development of ethical competences in mental health and psychiatry: simulation with nursing students European Psychiatry |
| title | Development of ethical competences in mental health and psychiatry: simulation with nursing students |
| title_full | Development of ethical competences in mental health and psychiatry: simulation with nursing students |
| title_fullStr | Development of ethical competences in mental health and psychiatry: simulation with nursing students |
| title_full_unstemmed | Development of ethical competences in mental health and psychiatry: simulation with nursing students |
| title_short | Development of ethical competences in mental health and psychiatry: simulation with nursing students |
| title_sort | development of ethical competences in mental health and psychiatry simulation with nursing students |
| url | https://www.cambridge.org/core/product/identifier/S0924933823018606/type/journal_article |
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