Simulation and mental health outcomes: a scoping review

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Abstract

Background

A scoping review was conducted in order to map and determine the gaps in literature on the impact of simulation as an educational approach to improve mental health care outcomes. As it became apparent that no literature existed on this topic, the study aimed to examine the educational impact of simulation on mental health education.

Methods

An established five-stage scoping methodology was used: (1) identification of the research question, (2) identification of relevant studies, (3) study selection, (4) charting the data and (5) collation, summarising and reporting of results. CINAHL, ProQuest, PubMed, MEDLINE, EMBASE and PsychINFO databases were searched. These databases were deemed to represent a majority of the literature while accommodating for the particular search strategy used for this review. Websites that provide grey literature were also searched for articles of relevance.

Results

A total of 48 articles were included in this review, with a considerable portion of studies conducted in the USA and UK. Others were conducted in an array of locations including Australia, Canada, Iran and Taiwan. Of the included articles, seven groups of simulation methods (including standardised patients, virtual reality and manikins as patients) were evident, with standardised patients being most prominent.

Conclusions

Literature is lacking to evidence the benefit of simulation on mental health patient outcomes. However, the available literature suggests a variety of simulation-based education, and training methods are currently being used within mental healthcare education. The findings do suggest some methods of simulation, such as the use of standardised patients, are more commonly used in education and have been deemed as effective to assist in mental health education. As no article specifically examining the mental health outcomes of patients treated by health professionals taught by simulation was identified, the educational outcomes outlined in this paper may be used to inform further research, incorporating mental health patient outcomes.

Electronic supplementary material

The online version of this article (doi:10.1186/s41077-016-0035-9) contains supplementary material, which is available to authorized users.

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Most cited references 62

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Technology-enhanced simulation for health professions education: a systematic review and meta-analysis.

David A. Cook, Rose Hatala, Ryan Brydges … (2011)

Although technology-enhanced simulation has widespread appeal, its effectiveness remains uncertain. A comprehensive synthesis of evidence may inform the use of simulation in health professions education. To summarize the outcomes of technology-enhanced simulation training for health professions learners in comparison with no intervention. Systematic search of MEDLINE, EMBASE, CINAHL, ERIC, PsychINFO, Scopus, key journals, and previous review bibliographies through May 2011. Original research in any language evaluating simulation compared with no intervention for training practicing and student physicians, nurses, dentists, and other health care professionals. Reviewers working in duplicate evaluated quality and abstracted information on learners, instructional design (curricular integration, distributing training over multiple days, feedback, mastery learning, and repetitive practice), and outcomes. We coded skills (performance in a test setting) separately for time, process, and product measures, and similarly classified patient care behaviors. From a pool of 10,903 articles, we identified 609 eligible studies enrolling 35,226 trainees. Of these, 137 were randomized studies, 67 were nonrandomized studies with 2 or more groups, and 405 used a single-group pretest-posttest design. We pooled effect sizes using random effects. Heterogeneity was large (I(2)>50%) in all main analyses. In comparison with no intervention, pooled effect sizes were 1.20 (95% CI, 1.04-1.35) for knowledge outcomes (n = 118 studies), 1.14 (95% CI, 1.03-1.25) for time skills (n = 210), 1.09 (95% CI, 1.03-1.16) for process skills (n = 426), 1.18 (95% CI, 0.98-1.37) for product skills (n = 54), 0.79 (95% CI, 0.47-1.10) for time behaviors (n = 20), 0.81 (95% CI, 0.66-0.96) for other behaviors (n = 50), and 0.50 (95% CI, 0.34-0.66) for direct effects on patients (n = 32). Subgroup analyses revealed no consistent statistically significant interactions between simulation training and instructional design features or study quality. In comparison with no intervention, technology-enhanced simulation training in health professions education is consistently associated with large effects for outcomes of knowledge, skills, and behaviors and moderate effects for patient-related outcomes.

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The increasing burden of depression

Jean-Pierre Lépine, Mike Briley (2011)

Recent epidemiological surveys conducted in general populations have found that the lifetime prevalence of depression is in the range of 10% to 15%. Mood disorders, as defined by the World Mental Health and the Diagnostic and Statistical Manual of Mental Disorders, 4th edition, have a 12-month prevalence which varies from 3% in Japan to over 9% in the US. A recent American survey found the prevalence of current depression to be 9% and the rate of current major depression to be 3.4%. All studies of depressive disorders have stressed the importance of the mortality and morbidity associated with depression. The mortality risk for suicide in depressed patients is more than 20-fold greater than in the general population. Recent studies have also shown the importance of depression as a risk factor for cardiovascular death. The risk of cardiac mortality after an initial myocardial infarction is greater in patients with depression and related to the severity of the depressive episode. Greater severity of depressive symptoms has been found to be associated with significantly higher risk of all-cause mortality including cardiovascular death and stroke. In addition to mortality, functional impairment and disability associated with depression have been consistently reported. Depression increases the risk of decreased workplace productivity and absenteeism resulting in lowered income or unemployment. Absenteeism and presenteeism (being physically present at work but functioning suboptimally) have been estimated to result in a loss of $36.6 billion per year in the US. Worldwide projections by the World Health Organization for the year 2030 identify unipolar major depression as the leading cause of disease burden. This article is a brief overview of how depression affects the quality of life of the subject and is also a huge burden for both the family of the depressed patient and for society at large.

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The future vision of simulation in health care

D. M. Gaba (2004)

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Author and article information

Contributors

Brett Williams:

ORCID: http://orcid.org/0000-0001-6307-1779

61 3 9904 4283 , brett.williams@monash.edu

Priya Reddy: reddy.priya91@hotmail.com

Stuart Marshall: stuart.marshall@monash.edu

Bronwyn Beovich: bronwyn.beovich@monash.edu

Lesley McKarney: L.McKarney@latrobe.edu.au

Journal

Journal ID (nlm-ta): Adv Simul (Lond)

Journal ID (iso-abbrev): Adv Simul (Lond)

Title: Advances in Simulation

Publisher: BioMed Central (London )

ISSN (Electronic): 2059-0628

Publication date (Electronic): 28 January 2017

Publication date PMC-release: 28 January 2017

Publication date Collection: 2017

Volume: 2

Electronic Location Identifier: 2

Affiliations

[1 ]ISNI 0000 0004 1936 7857, GRID grid.1002.3, Department of Community Emergency Health & Paramedic Practice, , Monash University, Peninsula Campus, ; PO Box 527, McMahons Road, Frankston, 3199 Victoria Australia

[2 ]ISNI 0000 0004 1936 7857, GRID grid.1002.3, Monash University, HealthPEER, ; Claytoria, Victoria Australia

[3 ]ISNI 0000 0001 2342 0938, GRID grid.1018.8, Latrobe University, ; Melbourne, Australia

Author information

Brett Williams http://orcid.org/0000-0001-6307-1779

Article

Publisher ID: 35

DOI: 10.1186/s41077-016-0035-9

PMC ID: 5806484

PubMed ID: 29450003

SO-VID: 6692d4a3-294e-40dd-a77a-5148e6475e1a

License:

Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

History

Date received : 5 October 2016

Date accepted : 31 December 2016

Funding

Funded by: FundRef http://dx.doi.org/10.13039/501100003747, Department of Health, State Government of Victoria;

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Keywords: students,health occupations,patient simulation,mental health,manikin

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Keywords: students, health occupations, patient simulation, mental health, manikin

Simulation and mental health outcomes: a scoping review

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Abstract

Background

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Conclusions

Electronic supplementary material

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Special series on COVID-19 and Mental Health

Most cited references 62

Technology-enhanced simulation for health professions education: a systematic review and meta-analysis.

The increasing burden of depression

The future vision of simulation in health care

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