DEVELOPMENT AND EVALUATION OF A SIMULATION-BASED TEACHING ON MENTAL HEALTH FIRST AID FOR ADOLESCENTS TARGETING SCHOOL PROFESSIONALS

• Grant number: 25/12565-0
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Start date: August 01, 2026
• End date: July 31, 2028
• Field of knowledge: Health Sciences - Nursing - Psychiatric Nursing
• Principal Investigator: Kelly Graziani Giacchero Vedana
• Grantee: Débora Tatiane Góes Silva
• Host Institution: Escola de Enfermagem de Ribeirão Preto (EERP). Universidade de São Paulo (USP). Ribeirão Preto , SP, Brazil

Abstract

Objective: To understand middle school education professionals' perceptions of Mental Health First Aid through action research, and to develop and evaluate a training program on the topic using Simulation-Based Education. Method: This mixed-methods study is guided by action research as a participatory qualitative approach, integrated with the quantitative evaluation of a Simulation-Based Education training program. The study will be conducted in two municipal middle schools located in the interior region of São Paulo State. The qualitative evaluation will be guided by action research and will include four stages: an exploratory phase, participatory planning of the simulation scenario, the action phase (Simulation-Based Education), and evaluation and synthesis through meetings held one week and sixty days after the training. Qualitative analysis will follow thematic analysis, guided by Social Cognitive Theory, enabling the understanding of participants' perceptions, learning experiences, and changes throughout the formative process. The quantitative evaluation will assess the Simulation-Based Education training using validated instruments: the Participant Characterization Form, the Educational Practices Questionnaire, and the Student Satisfaction and Self-Confidence in Learning Scale. Quantitative data will be organized in Excel, processed using R software, and analyzed through descriptive and inferential statistics, including correlation and regression analysis, adopting a 95 percent significance level (¿ = 0.05). Expected results: The study is expected to advance knowledge on ways to promote school staff self-confidence in their ability to support students experiencing crises or emotional distress. It is also expected to generate a collectively constructed product that can be replicated in other contexts and provide a practical, context-sensitive response to school needs. (AU)