- Journal of Psychosocial Nursing and Mental Health Services
- May 2011 - Volume 49 · Issue 5: 42-49
In this article, we present a theory-based application of clinical simulation in psychiatric-mental health nursing education. As described by Benner, Sutphen, Leonard, and Day, a three-pronged apprenticeship that integrates intellectual, practical, and ethical aspects of the professional role is critical in the development of practical reasoning in nursing education and training. Clinical encounters are often fraught with ambiguity and uncertainty. Therefore, educating for a practice discipline requires experiential and situated learning. Using the three-pronged experiential model in simulated psychiatric-mental health nursing practice supports the development of critical nursing skills, ethics, and theoretical concepts. A clinical scenario is presented that demonstrates the application of this model of professional apprenticeship in psychiatric-mental health education. Applications of the concept presented may be used in training nurses new to the practice of psychiatric-mental health nursing.
Dr. Crider and Dr. McNiesh are Assistant Professors, The Valley Foundation School of Nursing, San Jose State University, San Jose, California.
The authors disclose that they have no significant financial interests in any product or class of products discussed directly or indirectly in this activity, including research support.
Address correspondence to Mark C. Crider, PhD, MSN, RN, Assistant Professor, The Valley Foundation School of Nursing, San Jose State University, One Washington Square, San Jose, CA 95192-0057; e-mail: .Mark.Crider@sjsu.edu