Simulation-Based Learning in Australian Undergraduate Mental Health Nursing Curricula: A Literature Review

Simulation-based learning has been adopted by nursing education providers at an unprecedented pace (Edgecombe et al., 2013; Hall & Tori, 2016). Although it's use is increasing in mental health nursing curriculum it is still often omitted. As a result it was considered desirable to review and report on the literature that is available on mental health simulation in particular relating to the outcomes. This literature review searched several relevant online databases including JBI, Cochrane Library, MEDLINE, CINAHL, Psych Info, Science Direct, ProQuest, Ovid and Web of Science and the search engines of Libsearch, Google Scholar, Google and Library search in order to capture relevant literature and research. Forty-five studies were included in the review. The results found that high fidelity simulation had the outcomes of knowledge gains, improved communication skills, increased confidence, increased satisfaction, decreased anxiety, increased critical thinking and clinical reasoning, increased psychomotor skills and empathy. High fidelity simulation-based learning provides a valuable tool for teaching undergraduate mental health nursing curriculum and is accompanied with many desired outcomes. Consideration should be given to mandating simulation-based learning as part of the undergraduate nursing curriculum in Australia. High-fidelity simulation-based learning in mental health nursing increases the following:•student confidence,•satisfaction,•critical thinking and clinical reasoning,•knowledge,•communication skills