Evaluating the Use of Standardized Patients in Undergraduate Psychiatric Nursing Experiences

Abstract 

Background

Standardized patients (SPs) in psychiatric nursing education provide a unique, instructional approach to assist student development in complex assessment skills. The purpose of this educational project was to develop and evaluate nursing students' satisfaction with an SP psychiatric clinical encounter in which students performed a mental status exam and suicidal risk assessment.

Method

Data were collected over 3 semesters from 112 nursing students through the use of a nine-item Student Satisfaction and Self-Confidence in Learning Survey. Means were calculated for 3 subscales: Satisfaction With Learning Through Standardized Patients (M = 4.60), Self-Confidence in Learning Through Standardized Patient Care Scenarios (M = 4.28), and Effect of Standardized Patient Care Scenarios on Critical Thinking (M = 4.56).

Results/Conclusions

Some 45% of students stated that standardized patient scenarios provided “practice for reality,” and 20% noted they “received great feedback” from SPs; 23% of students described being anxious or nervous before SP interviews. Results suggest the SP interviews increased the overall perceived student self-confidence, critical thinking, and satisfaction with learning. Findings highlight strong and weak areas of perceived clinical skills in students and provide guidelines for teaching psychiatric nursing content.

Keywords: standardized patients, undergraduate psychiatric nursing, depression and suicidal risk assessment, satisfaction with learning, self-confidence, critical thinking