The Effect of Simulation-Based Electroconvulsive Therapy Education on Perception and Knowledge of Nursing Students

OBJECTIVES: Despite the recognized benefits and safety of electroconvulsive therapy (ECT) for treating mental disorders, negative perceptions persist among both the public and mental health professionals. This stigma is often rooted in historical practices and media portrayals, despite modern advancements in the technique. This study aimed to assess the impact of simulation-based ECT education on nursing students' perceptions and knowledge regarding ECT before and after the procedure. METHODS: This study was planned to use a single-group pretest and posttest quasi-experimental design with a 3-month follow-up. Simulation-based ECT education involved 1 hour of theoretical instruction followed by hands-on learning using a high-fidelity mannequin. Final-year nursing students enrolled in a psychiatric and mental health nursing course were examined on their knowledge and perceptions of ECT before, immediately after, and 3 months following the intervention. RESULTS: Students reported statistically significant improvements in their perception and knowledge levels after participating in the simulation-based ECT education. The results were similar at the 3-month follow-up. CONCLUSIONS: Simulation-based ECT education can be effectively integrated into both undergraduate and graduate nursing curricula to foster positive perceptions and enhance knowledge about ECT.