부산대학교 도서관

Geun Myun Kim,1 Ji Young Lim,2 Eun Joo Kim,1 Mijung Yeom3 1Department of Nursing, Gangneung-Wonju National University, Gangwon-do, South Korea; 2Department of Nursing, Inha University, Incheon, South Korea; 3Department of Nursing, Catholic Kwandong University, Gangwon-do, South KoreaCorrespondence: Ji Young Lim, Department of Nursing, Inha University, 100 Inha-ro, Michuhol-gu, Incheon, 22212, South Korea, Tel +82-32-860-8210, Fax +82-32-874-5880, Email lim20712@inha.ac.krPurpose: This study investigates the impact of a Virtual Reality (VR)-based Mental Health Nursing Practice Simulation (MHNPS) on nursing students’ competency in caring for individuals with mental disorders. Nursing students often face fear, anxiety, and helplessness during mental health (MH) rotations, impeding the attainment of learning objectives in the MH nursing practicum. Therefore, innovative strategies offering practice opportunities are crucial for their competence development.Methods: Using a one-group pretest-posttest repeated measures experimental design, 50 nursing students, having completed at least one MH theory course but not yet engaged in MH clinical practicum, were enrolled. Data collection occurred from October 30, 2022, to January 6, 2023. The VR simulation included six modules covering delusion, hallucination, mania, geriatric depression, adolescent depression with suicidal ideation, and obsessive-compulsive disorder. Pre-simulation questionnaires and post-simulation surveys were administered through provided links. Data were analyzed using descriptive statistics and paired t-tests to assess changes over time.Results: Immediate and sustained improvements were observed in mental disorder-related nursing knowledge, communication self-efficacy, critical thinking ability, and MH nursing clinical confidence. Attitudes toward mental illness improved significantly post-intervention (t=− 2.22, p=0.031), while the problem-solving process exhibited significant enhancement six weeks later (t=3.87, p< 0.001).Conclusion: The findings affirm the simulation intervention’s effectiveness in enhancing nursing students’ knowledge, self-efficacy, critical thinking, and confidence in MH nursing practice, with no compromise to patient safety. Integrating simulation into MH nursing practicum narrows the gap between theory and clinical practice, elevates MH care quality, and instills confidence in nursing students as professionals. Despite potential subject selection bias in this single-group pre-post intervention study, the program’s comprehensive impact on knowledge, skills, and attitudes suggests opportunities for expanding psychiatric nursing practice capabilities through subsequent studies. Caution is warranted in interpreting results, but the developed program lays the groundwork for advancing nursing students’ capabilities in psychiatric nursing practice.Keywords: experimental design, nursing education, psychiatric nursing, simulation training