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