Rebecca Luebbert1, Ann Popkess2. 1. Rebecca Luebbert, PhD, RN, PMHCNS-BC, Southern Illinois University Edwardsville, IL, USA rluebbe@siue.edu. 2. Ann Popkess, PhD, RN, CNE, Southern Illinois University Edwardsville, IL, USA.
Abstract
BACKGROUND: Student nurses identify many barriers to assessing patients' risk for suicide. OBJECTIVE: This pilot study developed and tested an innovative active learning strategy using simulated standardized patients to determine its effectiveness in teaching suicide assessment skills to a sample of 34 junior and senior baccalaureate nursing students. DESIGN: This study employed an experimental, two-group posttest design and three National League for Nursing/Laerdal Simulation Evaluation instruments. After reading about suicide assessment, the experimental group was exposed to a simulated standardized patient portraying a suicidal patient. The control group received a recorded lecture on suicide assessment. RESULTS: The experimental group demonstrated a significant difference in student scores of self-confidence, satisfaction, and student perceptions of the educational practices (active learning, collaboration, and appeal to diverse learning styles) when compared to the lecture format. CONCLUSION: Suicide assessment is a critical assessment skill set that can be effectively taught to nursing students using standardized patients.
BACKGROUND: Student nurses identify many barriers to assessing patients' risk for suicide. OBJECTIVE: This pilot study developed and tested an innovative active learning strategy using simulated standardized patients to determine its effectiveness in teaching suicide assessment skills to a sample of 34 junior and senior baccalaureate nursing students. DESIGN: This study employed an experimental, two-group posttest design and three National League for Nursing/Laerdal Simulation Evaluation instruments. After reading about suicide assessment, the experimental group was exposed to a simulated standardized patient portraying a suicidal patient. The control group received a recorded lecture on suicide assessment. RESULTS: The experimental group demonstrated a significant difference in student scores of self-confidence, satisfaction, and student perceptions of the educational practices (active learning, collaboration, and appeal to diverse learning styles) when compared to the lecture format. CONCLUSION: Suicide assessment is a critical assessment skill set that can be effectively taught to nursing students using standardized patients.
Authors: Ella Arensman; M Isabela Troya; Sarah Nicholson; Anvar Sadath; Grace Cully; Ana Paula Ramos Costa; Ruth Benson; Paul Corcoran; Eve Griffin; Eileen Williamson; Joe Eustace; Frances Shiely; John Browne; Jan Rigby; Anne Jeffers; Eugene Cassidy Journal: BMC Health Serv Res Date: 2020-06-22 Impact factor: 2.655