Simulation as a learning tool should be combined with other established principles of learning, such as group work and lectures. The students completed the questionnaire anonymously and it was not possible to link the responses to any individual. This might have influenced their motivation and attitude to the course, and could be a reason for the great difference in perceived learning outcome. Nordic J Digit Literacy. The aim of the study is to explore Bachelor nursing students’ appraisal of blended learning methods for enhancing communication skills in mental health nursing. Studies have revealed that teaching methods vary widely between different countries, academic institutions and clinical settings [20, 21]. Role play is a core component of the development of processing skills. 2016;12(6):209–14. The reason for this is that they were prepared for their own performance. Students found that the feedback was provided differently, depending on the teacher. McGilton K, Irwin-Robinson H, Boscart V, Spanjevic L. Communication enhancement: nurse and patient satisfaction outcomes in a complex continuing care facility. Br J Nurs. Bokken L, Linssen T, Scherpbier A, van der Vleuten C, Rethans J. A similar number (71%) became familiar with the various elements of Active listening to a large and very large extent. Sinclair P, Kable A, Levett-Jones T. The effectiveness of internet-based e-learning on clinician behavior and patient outcomes: a systematic review protocol. The questionnaire was developed, adapted and tailored to measure the extent to which the students perceived that they had achieved the learning outcomes, which is in line with the European Qualification Framework [31]. Swain N, Gale C. A communication skills intervention for community healthcare workers reduces perceived patient aggression: a pretest--postest study. All situations were videotaped by one of the group with a camera on a tablet or mobile device. Clin Simul Nurs. Article  Nurse Educ Today. which may indicate that it is not the teacher’s presence that is essential, but that students encounter a standardized patient. The authors wish to acknowledge the Bachelor students at Inland Norway University of Applied Sciences (INN) for taking the time to answer the questionnaire, thus making this study possible. PubMed  The digital materials presented on the LMS were considered important to a large and very large extent by 55%, while 41% indicated that the importance was medium and 4% that they were of some importance. Happell B. Encountering standardized patients in a safe simulation situation is a way to imitate clinical settings and can make students more prepared to meet real patients. However, it has also been stated that more research on this topic is required [21,22,23]. J Adv Nurs. Evaluating one’s own courses could involve a risk of wanting the results to be better than they actually are. Writing in ‘Engagement and Therapeutic Communication in Mental Health Nursing’, Sandra Walker says: “Research has consistently shown that it is the human relationships we develop that have the biggest impact on recovery in mental healthcare; successful engagement and therapeutic communication are essential in order to help people find their way out of the maze of problems that … Research MoEa. Leaning forward, facing the patient and maintaining eye contact are ways the nurse can actively listen. Anna Windermere started her writing and editing career in 1993, upon graduating from the University of Florida's esteemed journalism school with a bachelor's in journalism. The field is unfamiliar to most students and the communication demands are large [10]. The response rate was 59.2%. The main methodological limitation is the instrument for data collection. Simulation by role play. and (iii) Have you any suggestions or recommendations for changes to the course? 2016;50(9):898–911. An instruction manual about what feedback should contain was found to be important in other studies [8, 37, 38]. Data were collected after the course by means of a questionnaire with closed and open-ended questions.