Measure the level of bias among 85 nursing students in a pre-licensure BSN program using a modified version of the Medical Condition Regard Scale before and after a simulation designed to expose students to the “hearing voices phenomena.”
Methods:
Quantitative study examining nursing student bias related to caring for patients who experience auditory hallucinations was conducted on October 13, 2016. The application of Kolb’s theoretical model of experiential learning and the use of Pat Deegan’s curriculum and learning tool, “Hearing voices that are distressing” was used for the measurement of biases and the application of a new and reflective situation. The theoretical framework for this study was based on Kolb’s Learning Theory (Harrop, Casey, and Shelton 2018). The theory reflects the concepts that adults learn by being open to new experiences, have the skills to observe and reflect on experiences, are able to analyze what has been observed, and to discern if what they had learned had usability in their practice.
The study began by exposing the students to a learning tool designed by Deegan titled: “Hearing voices that are distressing.” This tool was recognized as a valid learning strategy in several scholarly works, including a dissertation by Strozier (2018) that analyzed the relationship between the hearing distressing voices simulation and changes in empathy among Masters’ Students in Counseling. The MCRS evaluation tool was administered before the students listened to the videos and went through the simulation stations while they were hearing voices via Mp3 player, as suggested by Deegan. After these exercises, they were again given the MCRS evaluation tool.
Results:
A chi-square analysis will be used to detect biases in eleven responses of the MCRS showing significant changes in student perceptions towards patients who hear voices from the pre- and post-interventions.
Conclusion:
Happell and Gaskin (2013) recognized education is needed to reduce the stigmatization of client’s with mental health issues. Part of that education should be simulation activities. Moran, Wunderlich and Rubbelke (2018) found “National and international organizations have developed to advance and endorse simulation in healthcare. Nursing research has provided evidence that simulation contributes to student learning.” (p. 1). Allowing students to experience the hearing voices stimuli while carrying every-day tasks may diminish their biases toward these persons by increasing their level of empathy toward these individuals. Introducing students to these phenomena early in their nursing education can help equip them with therapeutic strategies while work with persons who experience hearing voices. Part of those strategies involve first reducing the students’ biases.