Abstract
This study aimed to identify factors influencing the effectiveness of simulation education in psychiatric nursing within basic nursing education. Simulation education using simulated patients (SPs) played by psychiatric nurses was conducted with 94 third-year nursing university students. Subsequently, a self-administered questionnaire survey was conducted, and 89 valid responses were analyzed. The survey items included the Japanese version of the Student Satisfaction and Self-Confidence in Learning (SCSL) scale, which assesses student satisfaction and confidence regarding simulation education, as well as basic attributes, living conditions, and learning situations. The results revealed correlations between simulation education and sex, sleep duration, and enjoyment of university life. Male students tended to have higher satisfaction with their current studies and greater confidence in their learning. Longer sleep duration was associated with higher satisfaction and greater learning confidence. Students who enjoyed university life tended to have higher satisfaction with the exercises. Simulation exercises require the ability to judge and act on multiple pieces of information, suggesting that mental flexibility such as sufficient sleep and enjoyment of university life is necessary.
