Simulation practice in mental health nursing.

Abstract

Creative pedagogy and simulation-based teaching in mental health nursing captivates students, inspires learning, and bridges the theory-practice gap. However, there are challenges and complexities associated with simulative teaching in mental health nursing (MHN), including reliance on teacher experience, confidence, and resources. There is a need for diverse pedagogies to cater to the varied learning styles and needs of students, but the reluctance of some university lecturers to adopt creative teaching approaches due to perceived stability and mixed messages about what is valued in higher education inhibits implementation. Incorporating simulation activities into everyday nursing teaching helps build a safe space for students to engage in simulative learning. Developing simulative teaching in mental health nursing is paramount as it can decrease the theory-practice gap, improve students' preparedness for real-world scenarios, and decrease higher education MHN attrition.