Study of Robotic Mental Health Simulation to Improve Professional Identity, Communication Skills, and Emotional Intelligence in Saudi Nursing Students Aged 17 to 27

What this Trial Is About

This research aims to evaluate how a robotic mental health simulation can improve professional identity, interpersonal communication skills, and emotional intelligence among nursing students in Saudi Arabia. The study focuses on undergraduate nursing students enrolled in a psychiatric-mental health nursing course, addressing the need for enhanced skills in therapeutic relationships and emotional awareness in mental health nursing. The study uses a quasi-experimental design with pre-test, post-test, and three-month follow-up assessments to measure both immediate and sustained effects of the intervention. Participants are divided into two groups an intervention group that engages in structured simulation sessions with a robot portraying patients with psychiatric conditions, and a control group receiving traditional teaching methods without robotic simulation. The simulation includes scenarios involving anxiety, depression, psychosis, emotional distress, and aggressive behavior, with each session comprising pre-briefing, active interaction, and faculty-guided debriefing to support learning and reflection. During the study, participants complete validated self-report measures on professional identity, communication competence, and emotional intelligence before the intervention, immediately after, and at three months post-intervention. The study monitors attendance and completion of assessments to evaluate the educational impact of the robotic simulation. Findings will help determine the value of this innovative teaching method in preparing future nurses with essential psychological and interpersonal skills.

A Robotic Mental Health Simulation Intervention to Enhance Professional Identity, Interpersonal Communication Competence, and Emotional Intelligence Among Saudi Nursing Students: A Quasi-Experimental Study