A Robotic Mental Health Simulation Intervention to Enhance Professional Identity, Interpersonal Communication Competence, and Emotional Intelligence Among Saudi Nursing Students: A Quasi-Experimental Study

A quasi-experimental pre-test, post-test, and three-month follow-up design will be used. Nursing students assigned to the intervention group will participate in structured robotic mental health simulation sessions involving interactions with a robot programmed to portray patients experiencing common psychiatric conditions, while the control group will receive traditional teaching methods. Outcomes will be assessed using validated measures of professional identity, interpersonal communication competence, and emotional intelligence before the intervention, immediately after completion, and three months later to determine both immediate and sustained educational effects

Study Overview

• Status: Recruiting
• Conditions: Mental Health Simulation; Professional Identity; Interpersonal Communication Competence
• Intervention / Treatment: Device: Mental Health Robotic Simulation Training

Detailed Description

The increasing complexity of healthcare environments requires nursing graduates to possess not only clinical knowledge and technical competence but also strong professional identity, effective interpersonal communication skills, and emotional intelligence. These competencies are particularly important in psychiatric and mental health nursing, where therapeutic relationships, emotional awareness, and effective communication are essential for providing safe, compassionate, and patient-centered care. However, nursing students may encounter limited opportunities to consistently practice these competencies during clinical placements because of variability in patient exposure, supervision, and learning experiences.

Simulation-based education has become an important strategy for bridging the gap between theoretical knowledge and clinical practice by providing realistic, safe, and structured learning experiences. Recent advances in educational technology have introduced robotic simulation as an innovative teaching approach capable of creating standardized and repeatable clinical scenarios. Mental illness simulation robots can portray patients experiencing psychiatric symptoms and emotional distress, allowing students to practice therapeutic communication, psychiatric assessment, emotional support, crisis intervention, and other mental health nursing skills in a controlled environment.

The purpose of this study is to evaluate the effectiveness of a mental illness simulation robot on nursing students' professional identity, interpersonal communication competence, and emotional intelligence. The study employs a quasi-experimental pre-test, post-test, and three-month follow-up design involving undergraduate nursing students enrolled in a psychiatric-mental health nursing course. Participants are allocated to either an intervention group receiving robotic mental health simulation integrated into laboratory and clinical learning activities or a control group receiving traditional teaching methods without robotic simulation.

The robotic simulation intervention includes structured psychiatric nursing scenarios involving common mental health conditions such as anxiety, depression, psychosis, emotional distress, and aggressive behavior. Each simulation session consists of pre-briefing, active interaction with the robotic patient, and faculty-guided debriefing focused on reflection, communication performance, emotional responses, and clinical reasoning. The intervention is designed to provide experiential learning opportunities that support professional role development, communication skill acquisition, and emotional competency enhancement.

Study outcomes include professional identity, interpersonal communication competence, and emotional intelligence measured using validated self-report instruments administered at baseline, immediately following the intervention, and three months after completion of the intervention. The findings are expected to contribute evidence regarding the educational value of robotic mental health simulation and its potential role in strengthening psychological, interpersonal, and professional competencies among future nurses.

• Study Type: Interventional
• Enrollment (Estimated): 80
• Phase: Not Applicable

Contacts and Locations

• Study Contact: Name: Galal Harby, Associate Professor; Phone Number: +966 59 981 9696; Email: Jalaln@uhb.edu.sa

Study Locations

• Saudi Arabia
  • Dammam, Saudi Arabia
    • Recruiting
    • Dammam, Saudi Arabia
    • Contact: Dammam, Saudi Arabia Jalal Alharbi; Phone Number: 966555157637; Email: Jalaln@uhb.edu.sa

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult
• Accepts Healthy Volunteers: No

Description

Inclusion Criteria:

• Undergraduate nursing students enrolled in the Psychiatric-Mental Health Nursing course (NURS 224) during the study period Students registered in the Bachelor of Science in Nursing program at the College of Nursing, University of Hafr Al Batin Willingness to participate in the study and provide informed consent Attendance in both theoretical and practical components of the course during the intervention period Availability to participate in simulation sessions and complete all study assessments at baseline, post-test, and follow-up

Exclusion Criteria:

• Students who refuse or withdraw consent at any stage of the study Students who fail to complete all required data collection points (pre-test, post-test, and follow-up) Students absent from the robotic simulation sessions or traditional teaching sessions during the intervention period Students with prior formal training or extensive experience in psychiatric simulation-based education (if applicable to avoid bias)

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Supportive Care
• Allocation: Non-Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Mental Health Robotic Simulation Training; Participants in this group will receive robotic mental health simulation training integrated into the Psychiatric-Mental Health Nursing course. Students will engage in structured simulation sessions using a robot programmed to portray patients experiencing common psychiatric conditions and emotional distress. Simulation activities include therapeutic communication, psychiatric assessment, crisis intervention, emotional support, de-escalation strategies, and nurse-patient relationship development. Each session includes pre-briefing, simulation, and faculty-guided debriefing.	Device: Mental Health Robotic Simulation Training; Mental Health Robotic Simulation Training is an educational intervention that utilizes a humanoid or socially assistive robot programmed to simulate patients experiencing psychiatric and emotional conditions, including anxiety, depression, psychosis, aggressive behavior, and emotional distress. The intervention is integrated into the Psychiatric-Mental Health Nursing course and provides structured simulation experiences focused on therapeutic communication, mental health assessment, nurse-patient relationship development, crisis intervention, suicide risk assessment, emotional support, and de-escalation strategies. Each simulation session includes pre-briefing, active interaction with the robotic patient, and faculty-guided debriefing. The intervention aims to enhance nursing students' professional identity, interpersonal communication competence, and emotional intelligence through experiential and reflective learning.
No Intervention: Traditional Teaching; Participants in this group will receive the standard educational approach used in the Psychiatric-Mental Health Nursing course, including lectures, instructor demonstrations, case-based discussions, laboratory teaching activities, self-directed learning, and routine clinical training. No robotic simulation or simulation-based psychiatric training will be provided.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Professional Identity	Professional identity will be assessed using the Professional Identity Scale for Nursing Students (PISNS), a 17-item instrument measuring professional self-image, social modeling, career choice independence, social comparison and self-reflection, and retention-related perceptions. Higher scores indicate a stronger professional identity.	Baseline (pre-intervention) and immediately post-intervention
Emotional Intelligence	Emotional intelligence will be measured using the Schutte Self-Report Emotional Intelligence Scale (SSREIS), a 33-item self-report instrument assessing participants' ability to perceive, understand, regulate, and utilize emotions. Higher scores indicate greater emotional intelligence.	Baseline (pre-intervention) and immediately after completion of the intervention (post-intervention).

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Interpersonal Communication Competence	Interpersonal communication competence was assessed using the brief version "10-item" Interpersonal Communication Competence Scale (ICCS), originally developed by(Rubin & Martin, 1994). The scale evaluates individuals' perceived competence in interpersonal communication across several domains, including self-disclosure, empathy, social relaxation, assertiveness, interaction management, expressiveness, supportiveness, and communication effectiveness.	Baseline (pre-intervention) and immediately post-intervention

Collaborators and Investigators

• Sponsor: Alexandria University

Study record dates

Study Major Dates

• Study Start (Actual): July 15, 2025
• Primary Completion (Estimated): June 15, 2026
• Study Completion (Estimated): June 15, 2026

Study Registration Dates

• First Submitted: May 31, 2026
• First Submitted That Met QC Criteria: May 31, 2026
• First Posted (Actual): June 4, 2026

Study Record Updates

• Last Update Posted (Actual): June 4, 2026
• Last Update Submitted That Met QC Criteria: May 31, 2026
• Last Verified: May 1, 2026

More Information

Terms related to this study

• Keywords: Mental Health Simulation Intervention; Professional Identity; Interpersonal Communication Competence; Emotional Intelligence
• Other Study ID Numbers: HPO-05-FT-25/29

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No