Background: Although simulation is well established for procedural and acute care skills, mental health nursing simulation focused on the therapeutic use of self remains underrepresented in the literature. This article describes the design, implementation, and educational contribution of three theory-informed mental health nursing simulations developed to support competency-based psychiatric nursing education. Method: Guided by Peplau's interpersonal relations theory, three simulations were developed addressing motivational interviewing for alcohol use disorder, trauma-informed care for intimate partner violence, and mindfulness-based support for patients in crisis. Faculty-led debriefing was used to promote reflection and integration of relational concepts. Results: Use of Peplau's framework provided a structured approach for learners to practice therapeutic communication, emotional presence, professional boundaries, and patient-centered engagement. Conclusion: Theory-guided psychiatric simulation provides a replicable approach for integrating nursing theory into simulation and strengthening relational competencies in nursing education, addressing a gap in strategies for teaching the therapeutic use of self.
Brenda Johnston (Thu,) studied this question.