title: Exploring learning content and knowledge transfer in baccalaureate nursing students using a hybrid mental health practice experience.
abstract: BACKGROUND
  Little research has been completed exploring knowledge development and transfer from and between simulated and clinical practice settings in nurse education.
  
  
  OBJECTIVE
  This study sought to explore the content learned, and the knowledge transferred, in a hybrid mental health clinical course consisting of simulated and clinical setting experiences.
  
  
  METHODS
  A qualitative, interpretive descriptive study design.
  
  
  METHODS
  Clinical practice consisted of six 10-hour shifts in a clinical setting combined with six two-hour simulations.
  
  
  METHODS
  12 baccalaureate nursing students enrolled in a compressed time frame program at a large, urban, Canadian university participated.
  
  
  METHODS
  Document analysis and a focus group were used to draw thematic representations of content and knowledge transfer between clinical environments (i.e., simulated and clinical settings) using the constant comparative data analysis technique.
  
  
  RESULTS
  Four major themes arose: (a) professional nursing behaviors; (b) understanding of the mental health nursing role; (c) confidence gained in interview skills; and, (d) unexpected learning.
  
  
  CONCLUSIONS
  Nurse educators should further explore the intermingling of simulation and clinical practice in terms of knowledge development and transfer with the goal of preparing students to function within the mental health nursing specialty.
authors.affiliation: Arthur Labatt Family School of Nursing, Western University, London, Canada. Electronic address: rbooth5@uwo.ca.
authors.forename: Richard G
authors.initials: RG
authors.lastname: Booth
authors.affiliation: Mackenzie Health, Richmond Hill, Canada. Electronic address: Christina.Scerbo@lhsc.on.ca.
authors.forename: Christina Ko
authors.initials: CK
authors.lastname: Scerbo
authors.affiliation: Arthur Labatt Family School of Nursing, Western University, London, Canada. Electronic address: blsincla@uwo.ca.
authors.forename: Barbara
authors.initials: B
authors.lastname: Sinclair
authors.affiliation: Arthur Labatt Family School of Nursing, Western University, London, Canada. Electronic address: mhancoc2@uwo.ca.
authors.forename: Michele
authors.initials: M
authors.lastname: Hancock
authors.affiliation: Arthur Labatt Family School of Nursing, Western University, London, Canada. Electronic address: dreid48@uwo.ca.
authors.forename: David
authors.initials: D
authors.lastname: Reid
authors.affiliation: Arthur Labatt Family School of Nursing, Western University, London, Canada.
authors.forename: Eileen
authors.initials: E
authors.lastname: Denomy
mesh_terms: D002170:Canada; D002983:Clinical Competence; D004508:Education, Nursing, Baccalaureate; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007858:Learning; D008603:Mental Health / Q000193:education*; D015402:Nursing Education Research; D036301:Qualitative Research; D000066908:Simulation Training; D013338:Students, Nursing / Q000523:psychology*
keywords: Clinical simulation; Hybrid learning experience; Knowledge transfer; Mental health; Reciprocal learning; Simulation