Partnering with Persons Living with Bipolar Disorder to Develop an Authentic Virtual Simulation.

Nursing students, faculty, and community partners report a gap in the preparation of nurses to work collaboratively with persons living with mental health conditions in a variety of healthcare settings. Engaging the expertise from lived experience within undergraduate nursing education promotes a holistic approach to care that aligns with clients' real-world needs. This paper describes the steps we followed to create a virtual simulation in partnership with persons living with mental health conditions.

How to Partner With Persons Living With Mental Health Conditions: A Guide for Meaningful Simulation Cocreation.

Screen-based simulation is an effective educational strategy that can enhance health care students' engagement with content and critical thinking across various topics, including mental health. To create relevant and realistic simulations, best-practice guidelines recommend the involvement of experts in the development process. We collaborated with persons with lived experience and community partners to cocreate a mental health-focused screen-based simulation.

Virtual clinical simulation to teach mental health concepts: a scoping review protocol.

Objective: The objective of this review is to determine the extent of the literature on the use of virtual clinical simulation to teach health professional students about mental health.

Introduction: Graduates of health professional programs need to be prepared to provide safe and effective care for persons with a mental illness in every practice context. Clinical placements in specialty areas are difficult to obtain and cannot ensure students will have opportunities to practice specific skills.

Motivation and Engagement of Nursing Students in 2 Gamified Courses: A Mixed-Methods Study.

Background: Evidence suggests that gamification increases student engagement in course activities. However, student feedback about gamification in nursing contexts is needed.

Purpose: The aim of this study was to describe nursing student perceptions of how gamification impacts student motivation and engagement.

The barriers to and benefits of conducting Q-sorts in the classroom.

Aim: To outline the barriers to and benefits of using Q methodology in a classroom.

Background: Q methodology has been established as a systematic way to measure subjectivity that is consistent with the naturalistic paradigm. While it is often confused with quantitative methods, it provides the qualitative researcher with powerful tools to investigate the diverse subjective experiences and perceptions of participants.

Unsafe clinical practices as perceived by final year baccalaureate nursing students: Q methodology.

Background: Nursing education necessitates vigilance for clinical safety, a daunting challenge given the complex interchanges between students, patients and educators. As active learners, students offer a subjective understanding concerning safety in the practice milieu that merits further study. This study describes the viewpoints of senior undergraduate nursing students about compromised safety in the clinical learning environment.

First year nursing students' viewpoints about compromised clinical safety.

Objective: Undergraduate nursing students must uphold patient safety as a professional and moral obligation across all clinical learning experiences. This expectation commences at entry into the nursing program. As part of a larger study exploring undergraduate baccalaureate nursing students' understanding of clinical safety, this paper specifically focuses on first year students' viewpoints about unsafe clinical learning situations.