Nursing students' reflections on the learning experience of a unique mental health clinical placement

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

doi:10.1016/j.nedt.2016.08.029

Cited by 39 publications

(21 citation statements)

References 19 publications

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“…Related research suggests such attitudinal changes will result in improved learning (Barrett & Jackson ; Patterson et al . ). Moscartitolo () recommended that undergraduate nurses’ stress be managed so that they can enter the clinical environment in a state of wellness, with resilience to better assist coping with clinical stressors.…”

Section: Discussionmentioning

confidence: 97%

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Educational intervention to decrease stigmatizing attitudes of undergraduate nurses towards people with mental illness

Bingham

O’Brien

2017

Int J Mental Health Nurs

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Health professionals can hold stigmatizing views about people with mental illness. In addition to being discriminatory, these beliefs cause anxiety that can affect learning in the clinical environment. A review of an undergraduate nursing curriculum introduced the Modern Apprenticeship curriculum model and provided an opportunity for an educational intervention designed to address stigmatizing beliefs about people with mental health and addiction problems. The aim of the present study was to measure the extent to which an educational interventionguided clinical experience in an acute mental health unit during the first year of the curriculumdecreased stigmatizing beliefs of undergraduate nurses towards those with mental health and addiction issues. In a before-and-after design, Corrigan's Attribution Questionnaire was used to collect data pre-and post-guided clinical experience in an acute mental health unit. The intervention resulted in a significant positive change in stigmatizing attitudes for four of the nine factors tested. There was a non-significant positive change in three factors, while two factors showed a non-significant negative change. Using guided clinical experience as an educational intervention in the first year of an undergraduate nursing curriculum can contribute to positive change in undergraduate nurses' stigmatizing beliefs. The findings have implications for teaching of mental health content in undergraduate nursing programmes.

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Section: Discussionmentioning

confidence: 97%

“…An analysis of qualitative data from the same study showed positive effects on learning about mental health, attitudes towards people with mental illness, and intentions regarding future practice (Patterson et al . ).…”

Section: Introductionmentioning

confidence: 97%

Educational intervention to decrease stigmatizing attitudes of undergraduate nurses towards people with mental illness

Bingham

O’Brien

2017

Int J Mental Health Nurs

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“…Further, educators may consider developing nontraditional mental health practicums, such as the “recovery camp” practicum described by Patterson et al (), which places nursing students in a recreational camp setting for individuals with lived experience of mental health challenges. Such practicums may increase students ' interest in pursuing mental health nursing careers, as well as enhance students ' development of skills in building therapeutic relationships, which can support their future nursing work with individuals with mental health challenges across any nursing practice setting (Patterson et al, , ).…”

Section: Discussionmentioning

confidence: 99%

Undergraduate students' perspectives on pursuing a career in mental health nursing following practicum experience

Slemon

Jenkins

Bungay

et al. 2019

Journal of Clinical Nursing

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Aims and objectives The purpose of this study was to explore how undergraduate students perceive and make decisions regarding mental health nursing as a career following completion of an inpatient mental health practicum. Background Among nursing students, mental health is consistently perceived as the least desirable nursing career path. However, evidence to explain why this is the case remains limited, with a lack of research exploring students' experiences of mental health settings and how these experiences influence their perceptions of a mental health nursing career. This knowledge gap limits strategies to support nurses' selection of mental health nursing as a career path, contributing to a global shortage of mental health nurses. Design This study used a qualitative narrative inquiry design. Methods In‐depth interviews (N = 15) were conducted with undergraduate nursing students to explore their experiences of mental health practicums. Participants had all completed a 6‐week practicum in inpatient mental health settings in urban hospitals. Reporting follows COREQ guidelines. Results Nursing students' decisions to not choose a career in mental health nursing were influenced by negative practicum experiences, including the institutional environments of the inpatient mental health settings and witnessing of harmful nursing practices. These factors were identified as barriers to pursuing a career in mental health nursing. However, students expressed desire to continue to work with clients with mental health challenges and aimed to pursue nursing careers that preserve this opportunity in different healthcare settings. Conclusions These findings expand upon existing literature that frequently positions nursing students as “uninterested” in mental health nursing and offers insights that can contribute to addressing global mental health nursing shortages. Relevance to clinical practice This study highlights the need for mental health nurses, nursing leaders, and educators to recognise and respond to students' difficult experiences in the inpatient mental health setting during practicums.

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“…Mental health clinical placements are predominately offered in state or government run in-patient, acute care and community mental health services, largely being location based [21]. The focus of these services lies predominantly on acutely unwell consumers, cared for in mostly locked facilities.…”

Section: Clinical Placement In Nurse Educationmentioning

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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Nursing students' reflections on the learning experience of a unique mental health clinical placement

Cited by 39 publications

References 19 publications

Educational intervention to decrease stigmatizing attitudes of undergraduate nurses towards people with mental illness

Educational intervention to decrease stigmatizing attitudes of undergraduate nurses towards people with mental illness

Undergraduate students' perspectives on pursuing a career in mental health nursing following practicum experience

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

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