2021 Volume 30 Issue 2 Pages 9-18
The purpose of this study was to assess the results of a psychiatric nursing simulation education program involving persons with mental disorder and to investigate nursing students’ learning. Informed consent was obtained from participating students through an opt-out procedure, and the results of their self-reported evaluations were qualitatively analyzed. The analysis revealed 7 categories of learning; learning from persons with mental disorder; understanding of persons with mental disorder from a recovery perspective; practice and prospects of psychiatric nursing; skills in psychiatric nursing; learning and expectations derived from simulation education; student development through practicums with persons with mental disorder; and the reality of discrimination and prejudice. These categories consisted of 22 subcategories containing 92 codes. By using practicums with the participation of persons with mental disorder to provide situation-based training, it became possible to develop the psychiatric nursing simulation education program. Furthermore, in terms of learning, the students acquired knowledge and skills, and there were changes in the attitudes of the students as they developed confidence in themselves. The students were able to consider the narratives of persons with mental disorder from a recovery perspective.
