Author Reference | Design | Aim | Modality | Outcomes |
Bartlett & Butson (2015) [27] | Survey N = 44 | Describes the use of actor-based simulations in mental health education | SP | CA; DA; EC; IC |
Dearing & Steadman (2008) [34] | Experimental Comparative Post test N = 94 | To determine the success of a VHS during orientation in changing nursing students’ attitudes regarding patients who experience auditory hallucinations | VHS | CA; IE |
Doolen et al. (2014) [24] | Survey N = 94 | Describes the development and use of SPs as a learning strategy | SP | DA; EC; IC; RE |
Evans et al. (2015) [35] | Quasi-experimental pre-post test N = 256 | To evaluate whether students’ participation in a simulated auditory hallucination will increase their understanding and knowledge about psychosis and auditory hallucinations | VHS | IE; IU |
Hamilton Wilson et al. (2009) [37] | Narrative N = 27 | To provide nursing students with an experiential learning opportunity which simulated living with voice hearing | VHS | IE; IU |
Hermanns et al. (2011) [41] | Evaluation N = 11 | To illustrate the use of a simulated attempted suicide scenario in a psychiatric inpatient setting. | MHF | IU; SE |
Jack et al. (2014) [12] | Descriptive | To describe the implementation of simulation using a professional actor to prepare students for clinical rotation | SP | EC; IC |
Kameg et al. (2013) [39] | Quasi-experimental Pre ? post test N = 37 | To assess if High Fidelity Patient Simulation improved student knowledge and retention of knowledge | MHF | IK; IS |
Kameg et al. (2014). [28] | Quasi-Experimental N = 69 | To assess if SPs can reduce student anxiety as measured by an anxiety visual analog scale | SP | DA; EC; IC |
Kidd et al. (2012) [33] | Survey N = 126 | To measure the effectiveness of a Second Life virtual simulation as a teaching strategy | VT | EG; FL; SE |
Lambert & Watkins (2013) [32] | Descriptive | To describe how a cohort of students undertook a simulation project following a virtual patient to an acute inpatient ward. | VT | CT; EC |
Lehr & Kaplan (2013) [40] | Post - Survey N = 54 | To assess the impact of a mental ealth simulation using a Medical Education Technologies, Inc Simulation Effectiveness Tool. | MHF | DA; IU |
Luebbert & Popkess (2015) [25] | Experiemental, two-group post-test N = 34 | To develop and test an innovative learning strategy using simulated standardized patients to determine its effectiveness in teaching suicide assessment skills | SP | CA; IC; RE; SE |
Martin & Chanda (2016) [26] | Quasi-experimental, one group, pre-post test N = 28 | To describe a mental health simulation that encourages the use of therapeutic communication in a mental health setting | SP | EC; RE |
Mason (2014) [36] | A pre-post test N = 60 | To determine if media technology contributes towards an increase in knowledge, empathy and a change in attitudes in regards to auditory hallucinations | VHS | IE; IU |
Orr et al. (2013) [38] | Questionnaire N = 76 | To develop and assess simulated voice-hearing as an alternative learning tool to promote a deeper understanding of voice hearing and communication skills | VHS | EC; IE; IU |
Robinson-Smith et al. (2009) [29] | Survey, N = 112 | To develop and evaluate nursing students’ satisfaction with an SP pyschiatric clinical encounter in which students performed a mental status exam and suicidal risk assessment | SP | CT; EC; IC; IS |
Webster (2013) [30] | Descriptive | To incorporate the Quality and Safety Education for Nurses competency into a simulation activity aimed to improve therapeutic communication skills in psychiatric nursing | SP | EC |
Yong-Shian et al. (2016) [31] | Quasi-experimental, pre-post test N = 95 | To explore the learning experience of nursing students using SPs whilst practising their mental status examination and suicide risk assessment skills. | SP | CA; EC; IC: RE |