A Robotic Mental Health Simulation Intervention to Enhance Professional Identity, Interpersonal Communication Competence, and Emotional Intelligence Among Saudi Nursing Students: A Quasi-Experimental Study
Studieoversikt
Status
Intervensjon / Behandling
Detaljert beskrivelse
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.
Studietype
Registrering (Antatt)
Fase
- Ikke aktuelt
Kontakter og plasseringer
Studiekontakt
- Navn: Galal Harby, Associate Professor
- Telefonnummer: +966 59 981 9696
- E-post: Jalaln@uhb.edu.sa
Studiesteder
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Dammam, Saudi-Arabia
- Rekruttering
- Dammam, Saudi Arabia
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Ta kontakt med:
- Dammam, Saudi Arabia Jalal Alharbi
- Telefonnummer: 966555157637
- E-post: Jalaln@uhb.edu.sa
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Deltakelseskriterier
Kvalifikasjonskriterier
Alder som er kvalifisert for studier
- Barn
- Voksen
Tar imot friske frivillige
Beskrivelse
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)
Studieplan
Hvordan er studiet utformet?
Designdetaljer
- Primært formål: Støttende omsorg
- Tildeling: Ikke-randomisert
- Intervensjonsmodell: Parallell tildeling
- Masking: Enkelt
Våpen og intervensjoner
Deltakergruppe / Arm |
Intervensjon / Behandling |
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Eksperimentell: 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.
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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.
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Ingen inngripen: 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.
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Hva måler studien?
Primære resultatmål
Resultatmål |
Tiltaksbeskrivelse |
Tidsramme |
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Professional Identity
Tidsramme: Baseline (pre-intervention) and immediately post-intervention
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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.
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Baseline (pre-intervention) and immediately post-intervention
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Emotional Intelligence
Tidsramme: Baseline (pre-intervention) and immediately after completion of the intervention (post-intervention).
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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.
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Baseline (pre-intervention) and immediately after completion of the intervention (post-intervention).
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Sekundære resultatmål
Resultatmål |
Tiltaksbeskrivelse |
Tidsramme |
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Interpersonal Communication Competence
Tidsramme: Baseline (pre-intervention) and immediately post-intervention
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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.
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Baseline (pre-intervention) and immediately post-intervention
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Samarbeidspartnere og etterforskere
Sponsor
Studierekorddatoer
Studer hoveddatoer
Studiestart (Faktiske)
Primær fullføring (Antatt)
Studiet fullført (Antatt)
Datoer for studieregistrering
Først innsendt
Først innsendt som oppfylte QC-kriteriene
Først lagt ut (Faktiske)
Oppdateringer av studieposter
Sist oppdatering lagt ut (Faktiske)
Siste oppdatering sendt inn som oppfylte QC-kriteriene
Sist bekreftet
Mer informasjon
Begreper knyttet til denne studien
Andre studie-ID-numre
- HPO-05-FT-25/29
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