The Effects of Virtual Simulation on Undergraduate Nursing Students’ Beliefs about Prognosis and Outcomes for People with Mental Disorders

Abstract Background Virtual simulation as an emerging technology is thought to be most amenable to mental health nursing education. This study aims to evaluate the effects of virtual simulation on undergraduate nursing students’ beliefs about prognosis and long-term outcomes for people with depression and schizophrenia. Methods A prospective cohort design was used in this study. Students’ responses were compared between the simulation cohort (n = 149) and the nonsimulation cohort (n = 150) at a school of nursing in the United States. Results Nursing students developed a greater insight into the prognosis of people with depression after receiving virtual simulation. Furthermore, virtual simulation increased nursing students’ optimistic beliefs about the long-term outcomes for people with depression and decreased their pessimistic beliefs about the long-term outcomes for people with schizophrenia. Conclusions Virtual simulation can be used as an effective experiential learning tool to foster undergraduate nursing students’ positive beliefs about and attitudes toward mental illness.