1. Abbey Knur, BSN Jeanette Rossetti EdD, MS, RN Siobhan Smyth RPN, Dip.CPN;RNT;PG, DIP CHSE, BNS (Hons); MSc. Agnes Tully M. Ed, BNS, RGN, RPN, RNT) MSC

2.  Simulation is embedded across the undergraduate curriculum and allows the student to practice in an environment that is close as possible to an actual clinical situation and gives them the opportunity to “think on their feet” in a safe environment.

3. “An event or situation made to resemble clinical practice as closely as possible” (Jefferies, 2007)

4.  An Exploration of Undergraduate Psychiatric Nursing Education and Simulation: Irish Nursing Students’ Perspectives

5.  The study aimed to identify the nursing students’ perceptions about how they are prepared for their role as psychiatric nurses and to explore the nursing students' perceptions about the use of mental health simulation in their nursing education.

6. From the nursing students’ perspective, to explore;  1. how the nursing students are prepared for their role as mental health nurses  2. how mental health simulation is incorporated into their undergraduate curriculum  3. how mental health simulation impacts their learning  4. the student experiences of participation in the mental health ward simulation

7. Gender Male 2 Female 16 A total number of 18 students Age 22-25 7 26-30 6 31-353 36 + 2 Ethnicity White 18 Location of Placements Day Hospital 12Day Center 13 Community Health Center 9Inpatient 15 Community 14Other 7

8.  Ethical approval for the study was granted by the participating US university’s Institutional Review Board and the ethics committee from the Irish university at which the authors were researching. The study posed no harm to the participants and informed consent was signed by each participant.

9.  A qualitative interpretive descriptive design was utilized to gather and analyze data from participants.  Interpretive Description is designed to give the participants of this study a voice about their experiences of their psychiatric nursing education and use of simulation in their nursing programme.  Three focus groups were conducted with 4 th year undergraduate students focusing in psychiatric nursing at a university in western Ireland.

10.  Constant comparative method  Developed themes  Themes grouped into clusters  Clusters into sections enabling categories common to all of the students’ descriptions to emerge  Back to original notes to ensure all major factors were accounted for

11. Student nurse perspectives on the benefits of the use of simulation practices in their nursing program  Students exposed to realistic patient scenarios that they will eventually encounter in their clinical practice  Students improved therapeutic skills  Students increased confidence  Students are able to practice in a risk free environment  Students realization of the importance of simulation once in clinical practice

12. Student nurse perspectives on the challenges they have encountered during their undergraduate nursing program.  Heavy written assignments during clinical placement time  Financial/transportation concerns  Not enough emphasis on psychiatric nursing curriculum early in the program  Disconnect between theory and practice  Negative attitudes of generalist nurses/students towards the psychiatric nursing students and their patients  During simulation being observed made them feel anxious, awkward, vulnerable, outside of their comfort zone and unsure

13. Students nurse perspectives on the benefits of their undergraduate psychiatric nursing education  Wide variety of coursework and clinical placements that prepare them for clinical practice  Positive, supportive, enthusiastic and approachable faculty  Clinical placement and internship at the end of the program  Comfortable and friendly environment with the small cohort of psychiatric nursing students

14.  The student voices in this study have much to say about their nursing program and the use of simulation in their nursing education.  A limitation of this study is it’s small sample size.  Upon review of the findings nursing faculty in Ireland can consider making changes/enhancements to their programs.  Nursing faculty in other countries can learn from how nurses are educated in the country of Ireland.  Nursing students can benefit from learning about the perspectives shared in this study.

15.  The findings highlighted in this study have significant implications to nursing faculty and students.  It is important for those in nursing education to hear the perceptions of Irish nursing students regarding their preparation for their role as nurses and the use of simulation in their nursing program.  Changes or enhancements to nursing programs can be considered due to the results of this study.

16. The nursing students in this study had much to say about their nursing program and how it has prepared them for their future roles as nurses. They discussed benefits and challenges of their program of study. Simulation activities have prepared them to interact with their patients in a confident and self aware manner.

17.  Reflection of the research process and what was learned.  Surprises?

18.  Questions and Comments

19.  The faculty and students at the participating university  Illinois Board of Higher Education  Sigma Theta Tau International, Beta Omega Chapter, Sara Fuller Scholarship