Meet Mohammed: using simulation and technology to support learning
| Published date | 14 June 2013 |
| DOI | https://doi.org/10.1108/JMHTEP-03-2012-0001 |
| Date | 14 June 2013 |
| Pages | 66-75 |
| Author | Nichola Lambert,Lucy Watkins |
| Subject Matter | Health & social care |
Meet Mohammed: using simulation and
technology to support learning
Nichola Lambert and Lucy Watkins
Nichola Lambert is based at
the Department of Mental
Health, Social Work and IPL,
Middlesex University, London,
UK.
Lucy Watkins is based at the
Department of Nursing and
Midwifery, The University of the
West of England, Bristol, UK.
Abstract
Purpose – Clinical placements within healthcare are fundamental to student development and higher
education institutions need to ensure that students’ learning within practice is supported. There is an i ncreasing
evidence base to suggest that simulation may help to bridge this gap. The purpose of this paper is to describe
how a cohort of 85 first-year mental health students undertook a simulation project, in which they followed the
admission of a virtual patient (in the form of an avatar) called Mohammed, to an acute inpatient ward. This
simulation project was a two-week experience for student nurses, whereby they engaged with a virtual service
user and worked in teams and as individuals to support his recovery. This project allowed students to practice
their clinical skills and communication skills within a safe and supportive environment.
Design/methodology/approach – This paper is an evaluation of a two-week experience for student nurses
where they were supported to engage with a virtual service user. It was designed to provide students with
exposure to decision making, critical thinking and the application of clinical reasoning in a simulated working
environment. Students were able to practice their clinical and communication skills within a safe and supportive
environment. Student understanding was measured before the project began, on completion to measure any
changes and again when the student had had returned to practice to see if they had maintained their skills.
Findings – Several emergent themes were identified: first, students acknowledged a greater level of
learning during activities which they considered most challenging and in some cases the least enjoyable.
This raises questions about the management of emotions in unfamiliar learning situations and of student
expectations around the
“
Gamification
”
of learning. Students wanted increased interaction with the avatar
and there is potential to continue to develop this project in terms of measuring application of knowledge and
student performance by using innovative assessment and engagement strategies.
Practical implications – This project provides a platform for the active contribution of service users, carers
and specialist teams. It allows educational input to closely align to practice needs, for lecturers to support
and feedback on practice experiences and it opens up flexible and remote working for students. With an
understanding of the principles and practice behind it, this project could be adapted for other practice and
managerial learning events. Some examples include: multi-disciplinary team-building activities, to form part
of an assessment or interview process, or integrated within a provider’s own polices and opportunities for
practice learning, such as preceptorship.
Originality/value – This paper explores opportunities for creative engagement in learning with service
users, practice teams and students and it highlights the need for an evidence base around simulation for
mental health nurse education.
Keywords Mental health training, Mental health education, Simulation, Virtual worlds, Technology,
Learning methods, Avatars
Paper type Case study
Introduction
Simulation has experienced an exponential rise in popularity and came of age when the Nursing
and Midwifery Council (2006) recognised its importance to nurse education, by identifying
a standard for using it safely. More recently, the Department of Health (2011) have advocated
that where pos sible, c linical s kills should be learnt through technological approaches and
simulation, rather than learning in supervised practice.
PAGE 66
j
THE JOURNAL OF MENTAL HEALTH TRAINING, EDUCATION AND PRACTICE
j
VOL. 8 NO. 2 2013, pp. 66-75, CEmerald Group Publishing Limited, ISSN 1755-6228 DOI 10.1108/JMHTEP-03-2012-0001
To continue reading
Request your trial