Background: Psychoeducation is an evidence-based intervention with demonstrated effectiveness throughout nursing literature. Time frame constraints and robust curriculum requirements in graduate nursing education necessitate that faculty incorporate learning strategies that develop students across multiple domains. Method: The study, implemented as a quality improvement program, used a cross-sectional design to evaluate the quality of a psychoeducational curriculum approach for Psychiatric-Mental Health Nurse Practitioner (PMHNP) graduate nursing students. Data included enrollment logs and student responses obtained through verbal debriefing. Descriptive statistics and thematic analysis were employed to determine the number of student participants and identify broad patterns in their perceptions of the quality and effect of the educational strategy in professional development. Results: Three cohorts of nursing graduate students ( N = 59) participated in the strategy. Three themes emerged from student responses. Conclusion: Student-facilitated role-play learning strategies conducted in the classroom setting provide a safe, faculty-directed experience that enables student development in multiple domains.
Stephanie Machalicky (2026) studied this question.