Student interprofessional mental health simulation (SIMHS): evaluating the impact on medical and nursing students, and clinical psychology trainees
| Published date | 14 January 2019 |
| Date | 14 January 2019 |
| DOI | https://doi.org/10.1108/JMHTEP-06-2018-0037 |
| Pages | 46-58 |
| Author | Chris Attoe,Mary Lavelle,Susan Sherwali,Katharine Rimes,Zaina Jabur |
| Subject Matter | Health & social care,Mental health,Mental health education |
Student interprofessional mental health
simulation (SIMHS): evaluating the impact
on medical and nursing students, and
clinical psychology trainees
Chris Attoe, Mary Lavelle, Susan Sherwali, Katharine Rimes and Zaina Jabur
Abstract
Purpose –Mental health simulation is the educational practice of recreating clinical situations in safe
environments using actors, followed by structured debriefing, to foster professional development and
improve care. Although evidence outlines the benefits of simulation, few studies have examined the impact of
interprofessional mental health simulation on healthcare trainees, which is more reflective of clinical care.
The purpose of this paper is to evaluate the impact of mental health simulation training on students’
confidence, attitudes, knowledge and perceived professional development and anticipated clinical practice.
Design/methodology/approach –Participants (n ¼56) were medical (41 per cent) and mental health
nursing students (41 per cent), and clinical psychology trainees (18 per cent). Six simulated scenarios,
involving one to three trainees, were followed by structured debriefs with trained facilitators. Scenarios, using
actors, reflected patient journeys through emergency, medical and psychiatric settings. Participants’
confidence, knowledge and attitudes were measured quantitatively using pre- and post-course self-report
questionnaires. Perceptions of impact on professional development and clinical practice were assessed
using thematic analysis of post-course questionnaire responses.
Findings –Knowledge, confidence and attitudes scores showed statistically significant increases, with large
effect sizes. Thematic analyses highlighted themes of: interprofessionalism, communication skills, reflective
practice, personal resilience, clinical skills and confidence.
Research limitations/implications –Further research should clarify the impact of interprofessional
simulation training on mental health practice in the context of other training received.
Practical implications –Simulation training may begin to influence participants’professional development
and future clinical practice and subsequently care delivered, supporting its increased use in mental health.
Originality/value –This study adds to nascent understandings of the use and potential of interprofessional
mental health simulation, outlining innovative training, its positive outcomes and implications.
Keywords Multi-disciplinary, Mental health, Students, Interdisciplinary, Interprofessional,
Simulation training
Paper type Research paper
Introduction
Mental health simulation refers to the educational practice of recreating clinical situations in safe
learning environments using trained actors, followed by a structured debrief, aiming to foster
professional development and improve care for individuals with mental health needs (Attoe et al.,
2016; Fernando et al., 2017). Simulation’s experiential learning methods allow for flexibility to
address the rapidly changing healthcare landscape, while also overcoming the challenges of
teachingclinical skills relevant to mentalhealth, as well as reducing fear and anxietyexperienced by
trainees (Beutler and Harwood, 2004; Brown et al., 2011). These skills, often dubbed
“non-technical”or “human factors”, refer to proficiencies in communication, reflection and other
Received 25 June 2018
Revised 16 November 2018
Accepted 19 November 2018
Competing interests: on behalf of
all authors, the corresponding
author states that there is no
conflict of interest. The authors
thank all those who contributed to
the design and delivery of the
SIMHS course, as well as the
subsequent analysis and
manuscript preparation: the entire
team at Maudsley Simulation; Dr
Charlotte Wilson-Jones, Jayne
Frisbee, Dr Stuart Carney, Dr Chris
Holland and Dr Richard Phillips
from the Faculty of Life Sciences
and Medicine, King’s College
London; Carol Fordham-Clarke
and Christine Kakai from the
Florence Nightingale Faculty of
Nursing and Midwifery, King’s
College London; Nicola Reynolds,
Sue Rutter and Louise Pascoe
from the Institute of Psychiatry,
Psychology and Neuroscience,
King’s College London; and Health
Education South London for
funding the development, delivery
and evaluation of mental health
simulation training within
South London.
(Information about the authors
can be found at the end of
this article.)
PAGE46
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THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
VOL. 14 NO. 1 2019, pp.46-58, © Emerald Publishing Limited, ISSN 1755-6228 DOI 10.1108/JMHTEP-06-2018-0037
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