Faculty‐Led Action Research on Simulation‐Based Learning: Enhancing Mental Health Nursing Competency in Undergraduate Education at a Public University in Oman

Nursing programs provide holistic education in caring for people with various health conditions, including mental health conditions. This study aimed to explore the experience of faculty regarding planning and implementing mental health simulation as a method for enhancing the mental health nursing competency training of undergraduate students. The researchers have adopted an action research design under the qualitative paradigm to find answers to the research questions. A purposive sample of nine participants, including mental health nursing faculty and simulation unit staff working in a public university in Oman were included in the study. Ethical clearance was obtained from the institutional ethics committee. Data were collected through in-depth individual interviews with the faculty. Thematic analysis was done synchronously with the steps of action research through the process of coding, categorising and organising the data into meaningful themes. Member checking was done to ensure the transparency and correctness of the themes and subthemes. Seven themes were derived from thematic analysis of the transcripts, such as 'Need for creating innovative mental health nursing learning experiences for students', 'Perceived readiness for simulation', 'Experience in developing mental health simulation', 'Arrangement of resources', 'The zeal for implementing simulation', 'Challenges in the simulation experience', and 'Gaining momentum and confidence'. A conceptual framework for simulation in mental health nursing was developed by the authors based on the findings and by referring to existing models. Faculty can effectively plan and implement simulation experiences for their students. Simulation-based training can become an effective means to make the students more confident and competent in mental health nursing. Implementation of simulation-based teaching will enhance the quality of nursing education and, thereby, the standard of mental health care in clinical settings.