ArticleFrontiers in health services2026
Simulation-based training for enhancing psychiatric nurses' knowledge and clinical competencies in communication and psychiatric history taking: a quasi-experimental study.
Article in Frontiers in health services, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Simulation-based education is a highly effective method for enhancing psychiatric nurses' communication and history-taking skills, effectively bridging the gap between theoretical knowledge and clinical practice in the relationally intensive field of mental health. Aim: This study aimed to assess the effectiveness of a simulation-based educational intervention in improving psychiatric nurses' communication and history-taking competencies through a quasi-experimental design. Methods: A quasi-experimental pre-post intervention study was conducted among psychiatric nurses working in selected psychiatric wards. Participants underwent a structured simulation-based training program delivered over four sessions, each lasting 45-60 min. The program incorporated standardized patient scenarios, role-play, guided reflection, and debriefing, all focused on therapeutic communication and systematic psychiatric history-taking. Data were collected using a validated knowledge assessment tool, an observational communication skills checklist, and a structured case history-taking performance tool. Descriptive and inferential statistics were employed to evaluate pre-post differences and intervention effects. Results: Participants were predominantly young to middle-aged nurses (mean age 37.4 ± 7.6 years), with balanced gender representation. Most held a bachelor's degree and had moderate clinical experience (≥5 years). Post-intervention findings revealed statistically significant improvements in nurses' knowledge, communication skills, and history-taking performance compared to baseline ( Conclusion: Simulation-based training is an effective and impactful educational strategy for reframing psychiatric nurse-patient interactions as intentional, therapeutic processes. The intervention significantly improved psychiatric nurses' communication and history-taking competencies, supporting the integration of simulation-based learning into psychiatric nursing education and continuing professional development programs.
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