Enhancing Mental Health Clinical Rotations with Preparatory Role-Play - Abstract
The need for mental health nurses is increasing, yet the field continues to be of little interest to graduates of nursing schools. Research has attributed this to lack of exposure and resultant anxiety. Lack of clinical site availability has complicated the issue by limiting the experiential exposure students receive during nursing programs. It has been well documented that lengthier clinical rotations and greater focus on mental
health in theory courses results in improved perceptions of mental health nursing. A phenomenological approach was used to determine nursing students’ perceptions of mental health clinical experiences following preparatory role-play. The number of clinical hours assigned to mental health is diminishing, yet the need for nurses who are proficient in psychosocial care of patients is increasing. Role-playing in the simulation setting allows students to learn and practice interpersonal communication skills in a safe environment. A small qualitative study explored six students’ perceptions of their mental health clinical experience. Three of the students had participated in preparatory roleplayprior to the rotation, while the other three had not. Analysis of data suggested that role-play was effective in reducing feelings of fear and discomfort, and allowed students to assume more advanced roles than that of the group that did not participate in role-playprior to the clinical rotation. While this small study cannot be generalized outside of this university setting, it was used in subsequent years to successfully redesign the mental health course and associated simulations.