Can a clinical placement influence stigma? An analysis of measures of social distance

Moxham, Lorna; Taylor, Ellie K; Patterson, Christopher F; Perlman, Dana J; Brighton, Renee M; Sumskis, Susan; Keough, Emily; Heffernan, Tim

doi:10.1016/j.nedt.2016.06.003

Cited by 57 publications

(54 citation statements)

References 32 publications

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“…Our finding is not consistent, however, with that of Moxham et al . (), who used the Social Distance Scale and found traditional placements did not improve nursing students’ stigma attitudes compared to an immersive placement. In the current study, traditional mental health clinical placement did play an important role in reducing students’ stigma, and stigma attitudes were further improved for students with placements >15 days in length.…”

Section: Discussionmentioning

confidence: 99%

“…), whereas ‘traditional’ or standard clinical placements have been found to have no impact on student stigma compared to recovery camp placement (Moxham et al . ).…”

Section: Introductionmentioning

confidence: 97%

“…Research has highlighted that clinical placements which provide students with contact and knowledge of people with mental illness are effective in reducing stigma (Moxham et al . ; Thornicroft et al . ).…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate nursing students’ stigma and recovery attitudes during mental health clinical placement: A pre/post‐test survey study

Foster

Withers

Blanco

et al. 2019

Int J Mental Health Nurs

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Undergraduate nursing students have been reported to hold negative and stigmatizing attitudes towards mental health consumers and to be under‐prepared for mental health clinical placement. This study aimed to investigate undergraduate nurses’ stigma and recovery attitudes to mental illness, and describe their understandings of personal recovery on entry and exit to traditional mental health clinical placement. A pre/post‐test survey was administered to N = 249 nursing students in Australia. Demographic data, attitudes towards mental health nursing and clinical placement, the Opening Minds Scale for Healthcare Providers (OMS‐HC), Recovery Attitudes Questionnaire (RAQ‐7), and an open‐ended question on understandings of personal recovery from mental illness were collected on entry (T1) and exit (T2) to placement. At T1, students reported moderate stigma and positive attitudes towards recovery (OMS‐HC mean = 34.6; RAQ‐7 mean = 4.0). At T2, there was a reduction in stigma (social distance P = 0.02, d = 0.26) and improvement in recovery attitudes (P < 0.01, d = 0.40). Attitudes towards mental health nursing and placement also improved (P < 0.01). Having a family member with mental illness predicted improvements in stigma and recovery attitudes. On entry to placement, most students described accurate understandings of personal recovery, which were maintained during placement. The findings indicate that mental health clinical placements are effective in improving students’ mental health stigma and recovery attitudes and provide a prime opportunity to attract students into the field. Co‐produced or consumer‐led education provided by peer workers during clinical placements may improve students’ stigmatizing attitudes and stimulate their interest to work in the field.

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Section: Discussionmentioning

confidence: 99%

“…), whereas ‘traditional’ or standard clinical placements have been found to have no impact on student stigma compared to recovery camp placement (Moxham et al . ).…”

Section: Introductionmentioning

confidence: 97%

See 1 more Smart Citation

Undergraduate nursing students’ stigma and recovery attitudes during mental health clinical placement: A pre/post‐test survey study

Foster

Withers

Blanco

et al. 2019

Int J Mental Health Nurs

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“…To date, very little research has been done using SDT to understand the motivation of pre-registration nursing students. Recovery Camp offers pre-registration nursing students an opportunity to combine the theory component of the baccalaureate nursing program with the practical component in a safe and supportive environment [20,38,40,58]. From a conceptually-aligned perspective, students are given opportunities and encouraged to participate with the consumer's in activities that increase the student's autonomy, competence and relatedness, while increasing their emotional control in a clinical experience that at times in an acute care clinical setting can be difficult to achieve.…”

Section: Self-determination Theorymentioning

confidence: 99%

A Self-Determination Theory perspective on the motivation of pre-registration nursing students

Cregan¹,

Perlman²,

Moxham³

2016

Proceedings of the 4th Virtual Multidisciplinary Conference

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Research of current and past literature has identified an increasing shortage of mental health nurses, currently employed, within the Australian healthcare system. Strikingly more alarming is the rising number of mental health consumers; both with a lived experience and those with a current mental illness. This diversity between mental health nurses and mental health consumers only serves to increase the stigma and discrimination whilst further defining the barrier consumers experience when accessing health care services. This paper investigates how an innovative clinical placement, based on personal recovery and grounded in tenets of SelfDetermination Theory of human behaviour, can influence the self-determined response of pre-registration nursing students towards working in the specialty area of mental health. University of Wollongong AustraliaAbstract-Research of current and past literature has identified an increasing shortage of mental health nurses, currently employed, within the Australian healthcare system. Strikingly more alarming is the rising number of mental health consumers; both with a lived experience and those with a current mental illness. This diversity between mental health nurses and mental health consumers only serves to increase the stigma and discrimination whilst further defining the barrier consumers experience when accessing health care services. This paper investigates how an innovative clinical placement, based on personal recovery and grounded in tenets of Self-Determination Theory of human behaviour, can influence the self-determined response of pre-registration nursing students towards working in the specialty area of mental health.

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“…For instance, Moxham et al . () examined the stigmatizing attitudes of two groups of undergraduate nursing students and found that a traditional mental health clinical placement significantly increased the stigma of students towards people with a lived experience of mental illness. Results from this study illustrated the need to examine elements that occur within a clinical placement that facilitate both the positive and negative outcomes for students.…”

Section: Introductionmentioning

confidence: 99%

Nursing students’ self‐determination: the influence on stigmatizing attitude within clinical placement settings

Perlman

Taylor

Moxham

et al. 2019

Int J Mental Health Nurs

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The training of future health professionals is a complex and dynamic endeavour, whereby students engage in a variety of experiences and learning activities. Skills developed through classes are applied and further developed within authentic settings, such as clinical placements. While there is a wealth of literature that has examined the influence of clinical placements, less inquiry has examined whether the personal traits and/or characteristics of students play a role in their professional learning and development. Specifically, a key trait that has been viewed as influencing the education and growth of people, yet has received little focus in the nursing literature, is self‐determination. Therefore, the purpose of this study was to examine whether students’ self‐determination influences their level of professional learning, as measured by their stigmatizing attitudes, within a clinical placement. Participants were undergraduate nursing students classified as either high or low in their self‐determination and engaged in a compulsory 80‐hour mental health clinical placement. Data were collected using a battery of surveys to assess their self‐determination towards their work and stigmatizing attitude towards people with mental illness. Using a two‐group pre test and post test design, statistical analysis revealed a significant difference whereby students with high self‐determination towards work possessed less stigmatizing attitudes after completing their clinical placement. Results from this study provide empirical evidence that personality elements such as self‐determination and motivation towards work can play a role in the education of future professionals.

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Can a clinical placement influence stigma? An analysis of measures of social distance

Cited by 57 publications

References 32 publications

Undergraduate nursing students’ stigma and recovery attitudes during mental health clinical placement: A pre/post‐test survey study

Undergraduate nursing students’ stigma and recovery attitudes during mental health clinical placement: A pre/post‐test survey study

A Self-Determination Theory perspective on the motivation of pre-registration nursing students

Nursing students’ self‐determination: the influence on stigmatizing attitude within clinical placement settings

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