1
|
Ang WHD, Choi KC, Lau Y, Shah L, Koh JJN, Toh ZA, Siah CJR, Liaw SY, Lau ST. Evaluation of a psychological readiness program and final clinical practicum among final year nursing students: A mixed methods study. NURSE EDUCATION TODAY 2024; 141:106317. [PMID: 39067230 DOI: 10.1016/j.nedt.2024.106317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 06/20/2024] [Accepted: 07/15/2024] [Indexed: 07/30/2024]
Abstract
BACKGROUND Final year nursing students may experience higher levels of stress owing to the increasing complexity and expectations from their clinical practicums. Enhancing psychological readiness may be a potential strategy to enhance nursing students' transition to the clinical area. OBJECTIVE To evaluate the effects of a psychological readiness enhancement for transition to professional practice program and a 10-week clinical practicum on students' psychological wellbeing, resilience, practice readiness and confidence. DESIGN A sequential mixed-methods approach comprising of a single-group evaluation and descriptive qualitative study. SETTING Final year nursing students enrolled in an undergraduate nursing program from one autonomous university in Singapore was recruited. PARTICIPANTS 148 final year nursing students participated in the single-group evaluation study. A total of 24 participants who completed the psychological readiness program were recruited in the qualitative study. METHODS This study included two phases. Phase I comprised of an evaluation of a blended psychological readiness program and clinical practicum. Data was collected across three waves to assess nursing students' psychological wellbeing, resilience, practice readiness and confidence. In Phase II, a qualitative study using individual semi-structured online interviews was conducted to examine students' experiences of the psychological readiness program and clinical practicum. RESULTS The psychological readiness program led to significant changes in students' anxiety and patient centeredness scores. The accumulated effects of the psychological readiness and clinical practicum showed significant improvements in students' practice readiness and confidence. Although there were no significant improvements in depression, stress and resilience scores, there were improvements in the trend across three waves. Students attributed these improvements to the psychological readiness program and sharing by the alumni. CONCLUSIONS The findings of this study laid the foundation for the development of psychological readiness programs. However, larger scale studies using randomized controlled trial designs should be used to confirm the effects of these interventions.
Collapse
Affiliation(s)
- Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Kai Chow Choi
- The Nethersole School of Nursing, Faculty of Medicine, Chinese University of Hong Kong, Hong Kong.
| | - Ying Lau
- The Nethersole School of Nursing, Faculty of Medicine, Chinese University of Hong Kong, Hong Kong.
| | - Lubna Shah
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Jun Jie Nicholas Koh
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Zheng An Toh
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Department of Nursing, National University Hospital, National University Health System, Singapore.
| | - Chiew Jiat Rosalind Siah
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Siew Tiang Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| |
Collapse
|
2
|
Simonelli-Muñoz AJ, Jiménez-Rodríguez D, Arrogante O, Plaza del Pino FJ, Gallego-Gómez JI. Breaking the Stigma in Mental Health Nursing through High-Fidelity Simulation Training. NURSING REPORTS 2023; 13:1593-1606. [PMID: 37987411 PMCID: PMC10661295 DOI: 10.3390/nursrep13040132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Revised: 10/23/2023] [Accepted: 11/01/2023] [Indexed: 11/22/2023] Open
Abstract
The social stigma toward individuals with mental health problems is habitual among nursing students, which can lead to poor quality of health care services for patients with mental illnesses. The purpose of the present study was to learn about nursing students' perceptions of providing care to patients with severe mental disorders before and after participating in a simulated student clinical case. A descriptive qualitative study was conducted through 39 interviews. The difficulties expected by the students and their perceptions about patients were explored before the simulation training. Their perceptions about the use of clinical simulation for learning about the adequate management of these patients were analyzed afterwards. Results: Before the simulation training, the students assessed the case as being complicated, expressed their lack of specific training, and felt fear and insecurity, thus reproducing the stigma towards mental health patients. After this training, they positively valued the usefulness of the clinical simulation for gaining confidence and overcoming the stigma. Discussion: The use of high-fidelity simulation offers nursing students the opportunity to approach patients with mental health conditions, overcoming their fears and normalizing mental disorders. Simulation training allows nursing students to analyze the reasoning of clinical judgment and to detect the influence of previous prejudices about mental illness in their clinical decision. This study was not registered.
Collapse
Affiliation(s)
- Agustín Javier Simonelli-Muñoz
- Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almería, Spain; (A.J.S.-M.); (D.J.-R.); (J.I.G.-G.)
| | - Diana Jiménez-Rodríguez
- Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almería, Spain; (A.J.S.-M.); (D.J.-R.); (J.I.G.-G.)
| | - Oscar Arrogante
- Department of Nursing, Faculty of Nursing, Physiotherapy and Podology, University Complutense of Madrid, 28040 Madrid, Spain;
| | - Fernando Jesús Plaza del Pino
- Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almería, Spain; (A.J.S.-M.); (D.J.-R.); (J.I.G.-G.)
| | - Juana Inés Gallego-Gómez
- Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almería, Spain; (A.J.S.-M.); (D.J.-R.); (J.I.G.-G.)
| |
Collapse
|
3
|
Needham J, Beggs R, van de Mortel TF. Supporting learners in prison healthcare work-integrated learning settings through simulation: a cross-sectional study. BMC Nurs 2023; 22:322. [PMID: 37723488 PMCID: PMC10506296 DOI: 10.1186/s12912-023-01506-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Accepted: 09/13/2023] [Indexed: 09/20/2023] Open
Abstract
BACKGROUND Nursing students and nurse preceptors indicate that a comprehensive orientation is vital to successful work-integrated learning placements in Prison Health Services. The aim of this study was to implement and evaluate a Prison Health Service orientation package that included innovative asynchronous online video simulations with branched decision-making and feedback opportunities to stimulate learning and improve students' feelings of preparedness for a placement in this setting. METHODS A cross-sectional pre and post design was used to evaluate the resource. Students were given access to the package and invited to complete a pre-placement survey evaluating the resource and their feelings of preparedness for placement. Following placement, they re-evaluated the resource in terms of how well it prepared them for the placement and how well prepared they felt. Third year Australian undergraduate nursing students from one university who completed a Prison Health Service work-integrated learning placement in 2018, 2021, and 2022 were invited to participate. Placements were unavailable in 2019 and 2020. Independent t-tests were used to determine differences in scale means and level of preparedness between pre- and post-survey responses. RESULTS Twenty-three of 40 (57.5%) eligible nursing students completed the pre-placement survey and 13 (32.5%) completed the post placement survey. All respondents to the pre-placement survey indicated that they felt satisfactorily, well, or very well prepared after completing the orientation package prior to their clinical placement. Students were significantly more likely to consider themselves well prepared by the package after they had attended placement (p < .001). All students post placement indicated that overall, the simulation resources and the specific simulation scenario about personal boundaries and management of manipulative behaviours was useful for their placement. The majority of students would recommend the orientation package to other students. Suggestions for improvement included streamlining the resource to reduce the time to complete it. CONCLUSIONS Asynchronous online simulation with the capacity for branched decision making and feedback along with a comprehensive online orientation package were perceived as useful to prepare undergraduate students for placement in the Prison Health Service work-integrated learning setting.
Collapse
Affiliation(s)
- Judith Needham
- School of Nursing and Midwifery, Griffith University University Drive, Meadowbrook, QLD, 4131, Australia
| | - Rhonda Beggs
- School of Nursing and Midwifery, Griffith University, Kessels Rd, Nathan, QLD, 4111, Australia
| | - Thea F van de Mortel
- School of Nursing and Midwifery, Griffith University, Parklands Drive, Southport, QLD, 4222, Australia.
| |
Collapse
|
4
|
Shaygan M, Jaberi A, Hosseini FA, Fereidooni Moghadam M. How to prepare nursing students for mental health clinical engagement: a qualitative study. BMC MEDICAL EDUCATION 2023; 23:672. [PMID: 37723483 PMCID: PMC10506340 DOI: 10.1186/s12909-023-04657-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2023] [Accepted: 09/06/2023] [Indexed: 09/20/2023]
Abstract
BACKGROUND Since clinical experience is challenging, identifying the factors influencing the learning process and acquiring clinical competence in mental departments is essential. Limited studies have investigated students' concerns regarding attending this clinical setting and how they are mentally and academically prepared. AIM/QUESTION Explaining the various aspects of nursing students' preparation to attend the mental clinical environment. METHODS This qualitative study was conducted on bachelorette nursing students and college professors using in-depth, semi-structured interviews. Inductive content analysis was used for data analysis, and Lincoln and Guba's criteria were used for the rigor of the data. RESULTS The participants' viewpoints regarding how to prepare nursing students to enter mental clinical settings can be summarized in 4 categories: "understanding the students' concerns" "understanding the students' expectations" "the necessity of the students' mental preparation" and "preparing the scientific materials needed to attend in a mental ward". CONCLUSION Nursing students have fears and worries about entering mental departments and have expectations of themselves and their instructors. To help students deal with these concerns, psychological and educational preparations should be provided, among which the role of new educational technologies can be mentioned.
Collapse
Affiliation(s)
- Maryam Shaygan
- Community Based Psychiatric Care Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Azita Jaberi
- Community Based Psychiatric Care Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Fahimeh Alsadat Hosseini
- Community Based Psychiatric Care Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | | |
Collapse
|
5
|
Ashipala DO, Mbishi D, Pretorius L. Experiences of nursing students during their mental health clinical training at a general hospital in Namibia. Curationis 2023; 46:e1-e8. [PMID: 37782235 PMCID: PMC10476456 DOI: 10.4102/curationis.v46i1.2441] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2022] [Revised: 05/25/2023] [Accepted: 07/14/2023] [Indexed: 10/03/2023] Open
Abstract
BACKGROUND Clinical training is important because it constitutes more than half of the formal courses in nursing education. Accordingly, it is important for institutions of higher learning to continually explore the experiences of nursing students during their clinical placement. These experiences can be used to promote a positive clinical learning environment for students. However, the experiences of nursing students during their mental health clinical training in Namibia have not been extensively researched. OBJECTIVES The aim of this study was to explore and describe the experiences of nursing students during their mental health clinical training at a general hospital in Namibia. METHOD A qualitative, exploratory, descriptive and contextual research design was followed as the basis for conducting the study. A sample of 15 nursing students was conveniently selected from the target population of 73 nursing students. This sample size was determined by the saturation of data as reflected in repeating themes. RESULTS The following three themes emerged: collating theory and mental health practice experiences, facing challenges in clinical placements, and recommendations to ensure effective learning about mental health. CONCLUSION The use of a general hospital for clinical placements within an undergraduate nurse training course led to some concerns regarding the relevance and appropriateness of such experience within a nursing programme.Contribution: The findings have important implications for the training of undergraduate nursing students in general hospitals. It can be utilised to develop strategies to improve positive clinical practice placement and develop clinical skills for undergraduate nursing students in general hospitals.
Collapse
Affiliation(s)
- Daniel O Ashipala
- Department of General Nursing Sciences, School of Nursing and Public Health, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Rundu.
| | | | | |
Collapse
|
6
|
Tee S, Üzar-Özçetin YS, Trenoweth S. Achieving culturally competent mental health care: A mixed-methods study drawing on the perspectives of UK nursing students. Perspect Psychiatr Care 2022; 58:1267-1280. [PMID: 34378792 DOI: 10.1111/ppc.12926] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Revised: 07/13/2021] [Accepted: 07/21/2021] [Indexed: 11/28/2022] Open
Abstract
PURPOSE This study aimed to examine the degree of cross-cultural competency among UK mental health student nurses, and the care delivery challenges arising from their internalized cultural assumptions. DESIGN AND METHODS This study adopted a mixed-methods design. Participants were final-year nursing students in the United Kingdom. FINDINGS The results revealed participants had a moderate level of cultural awareness and competency but highlighted many challenges to providing cross-cultural care arising from the meanings, enablers, and values they attributed to culturally competent mental health care. PRACTICE IMPLICATIONS As cultural competency is considered an essential characteristic of effective nursing care, greater attention should be paid to how student nurses assimilate cultural awareness to develop confidence in their day-to-day practice.
Collapse
Affiliation(s)
- Stephen Tee
- The Business School, Faculty of Health and Social Sciences, Bournemouth University, Dorset, UK
| | | | - Steve Trenoweth
- BU iWell Research Centre, Faculty of Health and Social Sciences, Bournemouth University, Dorset, UK
| |
Collapse
|
7
|
Al-Osaimi DN. Saudi nursing student satisfaction and evaluation of reflective practice: A cross-sectional study. Nurs Forum 2022; 57:577-583. [PMID: 35191037 DOI: 10.1111/nuf.12707] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 01/10/2022] [Accepted: 02/06/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Regardless of the fact that reflection has been documented in nursing literature for several years and is recognized in the nursing profession to improve learners' knowledge and mindfulness, this topic requires investigation in Gulf countries from a student perspective, as no studies have been published in the gulf regarding nursing students' perspectives on reflective practice. METHODS A total of 261 nursing students from the third and fourth academic years at one major educational institution were recruited using a quantitative cross-sectional study design. RESULTS The participating nursing students reported high scores on the level of all domains of reflective practice as well as on the level of student satisfaction, where 3rd year students scored higher on the level of reflection with others (p = .03), as well as the reflection on action domains (p < .01). A significant correlation was found between reflection and satisfaction (p < .01), where reflection explained 6.87% of the changes in variance of satisfaction. CONCLUSION Nursing students who took part in this study has demonstrated a positive regard towards reflective practice and indicated high correlated satisfaction with learning.
Collapse
Affiliation(s)
- Dalyal Nader Al-Osaimi
- Department of Medical Surgical, Medical Surgical Nursing College of Nursing, King Saud University, Riyadh, Saudi Arabia
| |
Collapse
|
8
|
Perlman D, Moxham L, Patterson C, Tapsell A, Keough E. The influence of a self-determination theory grounded clinical placement on nursing student's therapeutic relationship skills: A pre-test/post-test study. Int J Ment Health Nurs 2022; 31:305-312. [PMID: 34820992 DOI: 10.1111/inm.12957] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/02/2021] [Revised: 11/02/2021] [Accepted: 11/05/2021] [Indexed: 11/28/2022]
Abstract
For undergraduate nursing students, an integral mode of learning is their clinical placements. Learning within the clinical setting is influenced by factors such as the facilitators, peers, unit, or department the student is placed on. What is not known is the role of a social context that is grounded in Self-Determination Theory and how this influences the development of therapeutic relationship skills among undergraduate nursing students. The aim of this study was to examine the role of autonomy support in the professional learning of undergraduate nursing students. This study employed a two-group pre-test and post-test design, with undergraduate nursing students placed in either an autonomy-supportive group or a comparison group in an Australian context. Therapeutic relationship skills were assessed at the beginning and end of their compulsory mental health clinical placement. Participants were 210 (n = 210) Australian undergraduate nursing students. Using a tertile split, 140 students were placed into one of two groups based on their perception of autonomy support at the post-test time point. Pre- and post-test therapeutic relationship data were collected for both groups. A repeated measures analysis of variance was used to examine whether engagement in different clinical placements would illicit significant differences in therapeutic relationship skills. Undergraduate nursing students who were engaged in the autonomy-supportive setting had significantly higher scores associated with the therapeutic relationship subscales: Positive Collaboration and Positive Clinical Input. The importance of the social context is underscored, which is strongly influenced by the educational leader, typically referred to as a nurse facilitator.
Collapse
Affiliation(s)
- Dana Perlman
- School of Education: Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, New South Wales, Australia
| | - Lorna Moxham
- School of Education: Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, New South Wales, Australia.,Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, New South Wales, Australia
| | - Christopher Patterson
- School of Nursing: Faculty of Science Medicine and Health, University of Wollongong, Wollongong, New South Wales, Australia
| | - Amy Tapsell
- Global Challenges Program, Research and Innovation Division, University of Wollongong, Wollongong, New South Wales, Australia
| | - Emily Keough
- School of Psychology: Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, New South Wales, Australia
| |
Collapse
|
9
|
Renaming Schizophrenia and Stigma Reduction: A Cross-Sectional Study of Nursing Students in Taiwan. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19063563. [PMID: 35329254 PMCID: PMC8954196 DOI: 10.3390/ijerph19063563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/16/2022] [Revised: 03/04/2022] [Accepted: 03/15/2022] [Indexed: 11/17/2022]
Abstract
Schizophrenia is one of the most stigmatized mental disorders. In 2014, schizophrenia was renamed in Mandarin in Taiwan, from the old name of “mind-splitting disease” to new name “disorder with dysfunction of thought and perception”, in an attempt to reduce the stigmatization of schizophrenia. This cross-sectional study aimed to investigate the effects of renaming schizophrenia on its stigma in nursing students. We examined the public stigma, self-stigma, and social distance associated with schizophrenia and compared them before and after the renaming. Basic demographic data and previous contact experience were collected, and participants completed a modified Attribution Questionnaire, the Perceived Psychiatric Stigma Scale, and modified Social Distance Scale. The final sample comprised 99 participants. Assessment revealed that the renaming significantly reduced public stigma, self-stigma, and social distance. Regarding the old and new names for schizophrenia, the fourth-year nursing students scored significantly higher on public stigma and self-stigma than did the first-year students. Personal exposure to individuals diagnosed with mental disorders reduced public stigma toward schizophrenia. The study findings suggest that the renaming of schizophrenia reduced its associated stigma. Providing accurate information, instruction by qualified tutors, as well as exposure to patients in acute exacerbation in hospital settings and recovered patients in the community are important. Further studies with longitudinal design, participants from diverse backgrounds, and larger sample sizes to investigate the effect of renaming on the stigma toward schizophrenia are warranted.
Collapse
|
10
|
Günaydin N, Arguvanli Çoban S. Experiences of nursing students during clinical education in mental health clinics: A phenomenological qualitative study. Nurse Educ Pract 2021; 54:103113. [PMID: 34118777 DOI: 10.1016/j.nepr.2021.103113] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Revised: 05/21/2021] [Accepted: 06/02/2021] [Indexed: 11/16/2022]
Abstract
AIM Nursing students have both positive and negative experiences during clinical education. This study was conducted to identify experiences of nursing students during clinical education in mental health clinics. DESIGN This phenomenological qualitative design study was conducted with 4th year undergraduate nursing students from a university in Turkey to identify their experiences specifically in mental health clinics. METHODS The data were collected using focus groups interviews with 40 nursing students and assessed with the 7-stage phenomenological analysis method described by Colaizzi. RESULTS Three main themes were determined: (i) the need for supportive interventions to cope with negative emotions; (ii) difficulty in translating theoretical knowledge into practice; and (iii) the lack of role model nurses and teaching staff. CONCLUSIONS The results of this study indicate that supportive interventions should be given to nursing students before clinical education. Also, the duration of clinical education, the teaching methods to be used and role model nurses and teaching staff effectiveness in clinical education should be planned carefully.
Collapse
Affiliation(s)
- Nevin Günaydin
- Department of Psychiatric Nursing, Health Sciences Faculty, Ordu University, Ordu, Turkey.
| | - Sibel Arguvanli Çoban
- Department of Psychiatric Nursing, Health Sciences Faculty, Zonguldak Bülent Ecevit University, Kozlu, Zonguldak, Turkey.
| |
Collapse
|
11
|
Bektas I, Bektas M, Ayar D, Akdeniz Kudubes A, Sal S, Selekoglu Ok Y, Celik I. The predict of metacognitive awareness of nursing students on self-confidence and anxiety in clinical decision-making. Perspect Psychiatr Care 2021; 57:747-752. [PMID: 32840875 DOI: 10.1111/ppc.12609] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/04/2020] [Revised: 08/10/2020] [Accepted: 08/14/2020] [Indexed: 11/29/2022] Open
Abstract
PURPOSE This study was conducted to investigate the affect that metacognitive awareness in nursing students has on self-confidence and anxiety with respect to clinical decision-making. DESIGN AND METHODS The sample for this descriptive, correlational, and cross-sectional study consisted of 186 nursing students who voluntarily participated. Data were collected using the Metacognitive Awareness Inventory and Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale. Correlation and regression analyses were then performed on the data. FINDINGS Nursing students' metacognitive awareness level explained the three subdimensions of self-confidence in clinical decision-making by 26.7% (r2 = 0.267, p < 0.01), 24.6% (r2 = 0.246, p < 0.01), and 26.8% (r2 = 0.268, p < 0.01), respectively. Nursing students' metacognitive awareness level explained the three subdimensions of anxiety in clinical decision-making by 3.7% (r2 = 0.037, p < 0.01), 3.2% (r2 = 0.03, p < 0.05), and 2.4% (r2 = 0.024, p < 0.05), respectively. IMPLICATIONS FOR NURSING PRACTICE Clinical decision-making skills can be supported by increasing students' metacognitive awareness.
Collapse
Affiliation(s)
- Ilknur Bektas
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Murat Bektas
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Dijle Ayar
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Aslı Akdeniz Kudubes
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Sema Sal
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Yasemin Selekoglu Ok
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Isa Celik
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| |
Collapse
|
12
|
Foster K, Giandinoto JA, Furness T, Blanco A, Withers E, Alexander L. 'Anyone can have a mental illness': A qualitative inquiry of pre-registration nursing students' experiences of traditional mental health clinical placements. Int J Ment Health Nurs 2021; 30:83-92. [PMID: 33145951 DOI: 10.1111/inm.12808] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Revised: 10/07/2020] [Accepted: 10/08/2020] [Indexed: 01/11/2023]
Abstract
Nurses play a crucial role in mental healthcare provision. Like many countries, Australian nursing students are educated in comprehensive pre-registration programmes which include mental health clinical placements. Placements play a vital role in students' education, providing the opportunity to engage with consumers and develop mental health nursing knowledge and skills. There is limited knowledge of student perspectives on traditional placements in contemporary recovery-oriented mental health services. This interpretive qualitative inquiry aimed to explore nursing students' experience of traditional mental health clinical placement and how it influenced their practice and their understandings of recovery from mental illness. Data were collected from focus groups with n = 31 nursing students in a large metropolitan public mental health service. Thematic analysis resulted in three themes of experience: humanizing people with mental illness; learning about recovery; and shifting perspectives on mental health nursing. Through a positive placement experience where they felt supported and included by staff, students came to see consumers as people rather than diagnoses, developed greater understanding of mental health nursing work and were more likely to consider mental health nursing as a career choice. Peer-support workers were an important influence on students' understandings of recovery and have a key role to play in educating students on placement. Students need to be prepared and supported by university and clinical staff to deal with vicarious trauma that may occur on placement. Mental health placements play a crucial role in attracting students into the field, and it is imperative they remain part of comprehensive pre-registration education.
Collapse
Affiliation(s)
- Kim Foster
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Melbourne, Victoria, Australia.,Melbourne Health, NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Jo-Ann Giandinoto
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Melbourne, Victoria, Australia.,Melbourne Health, NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Trentham Furness
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Melbourne, Victoria, Australia.,Melbourne Health, NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Anthony Blanco
- Melbourne Health, NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Elaine Withers
- Melbourne Health, NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Louise Alexander
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Melbourne, Victoria, Australia
| |
Collapse
|
13
|
Morgan AJ, Wright J, Reavley NJ. Review of Australian initiatives to reduce stigma towards people with complex mental illness: what exists and what works? Int J Ment Health Syst 2021; 15:10. [PMID: 33461567 PMCID: PMC7814561 DOI: 10.1186/s13033-020-00423-1] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Accepted: 11/29/2020] [Indexed: 11/18/2022] Open
Abstract
Background Australian national mental health policy outlines the need for a nationally coordinated strategy to address stigma and discrimination, particularly towards people with complex mental illness that is poorly understood in the community. To inform implementation of this policy, this review aimed to identify and examine the effectiveness of existing Australian programs or initiatives that aim to reduce stigma and discrimination. Method Programs were identified via a search of academic databases and grey literature, and an online survey of key stakeholder organisations. Eligible programs aimed to reduce stigma towards people with complex mental illness, defined as schizophrenia, psychosis, personality disorder, or bipolar disorder; or they focused on nonspecific ‘mental illness’ but were conducted in settings relevant to individuals with the above diagnoses, or they included the above diagnoses in program content. Key relevant data from programs identified from the literature search and survey were extracted and synthesized descriptively. Results We identified 61 programs or initiatives currently available in Australia. These included face-to-face programs (n = 29), online resources (n = 19), awareness campaigns (n = 8), and advocacy work (n = 5). The primary target audiences for these initiatives were professionals (health or emergency), people with mental illness, family or carers of people with mental illness, and members of the general population. Most commonly, programs tended to focus on stigma towards people with non-specific mental illness rather than on particular diagnostic labels. Evidence for effectiveness was generally lacking. Face-to-face programs were the most well-evaluated, but only two used a randomised controlled trial design. Conclusions This study identified areas of strength and weakness in current Australian practice for the reduction of stigma towards people with complex mental illness. Most programs have significant input from people with lived experience, and programs involving education and contact with a person with mental illness are a particular strength. Nevertheless, best-practice programs are not widely implemented, and we identified few programs targeting stigma for people with mental illness and their families, or for culturally and linguistically diverse communities, Aboriginal and Torres Strait Islander communities and LGBTIQ people. These can inform stakeholder consultations on effective options for a national stigma and discrimination reduction strategy.
Collapse
Affiliation(s)
- Amy J Morgan
- Centre for Mental Health, Melbourne School of Population and Global Health, University of Melbourne, 207 Bouverie Street, Melbourne, VIC, 3010, Australia.
| | - Judith Wright
- Centre for Mental Health, Melbourne School of Population and Global Health, University of Melbourne, 207 Bouverie Street, Melbourne, VIC, 3010, Australia
| | - Nicola J Reavley
- Centre for Mental Health, Melbourne School of Population and Global Health, University of Melbourne, 207 Bouverie Street, Melbourne, VIC, 3010, Australia
| |
Collapse
|
14
|
Patterson C, Perlman D, Moxham L, Sudhakar C, Nayak AK, Velayudhan B, Jose TT, Tapsell A. Australian and Indian nursing students' skills and attitudes surrounding mental illness: Preparing for a transnational nursing education collaboration. Nurse Educ Pract 2020; 50:102909. [PMID: 33285402 DOI: 10.1016/j.nepr.2020.102909] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2019] [Revised: 10/11/2020] [Accepted: 10/27/2020] [Indexed: 11/17/2022]
Abstract
Cultural competence is a viewed as a necessary set of skills within nursing, and there is a need for student support in this area. This is particularly important in mental health care, with two skills considered crucial for providing quality care: therapeutic relationship skills and positive attitudes. With the objective of initiating an educational collaboration between two educational institutions, this study examined Australian and Indian undergraduate nursing student's perceived therapeutic relationship skills and stigma attitudes associated with mental illness. Participants were five hundred and fifty-five (n = 555) undergraduate nursing students from two different universities in Indian and Australia. The modified version of the Scale To Assess Therapeutic Relationship (STAR-C) and the Social Distance Scale (SDS) were both used to examine student's perceived therapeutic relationship skills and stigma attitudes. Australian nursing students indicated lower levels of stigma with lower levels of self-reported therapeutic relationships skills, as compared with the Indian nursing student cohort. However, Indian nursing students indicated higher levels of stigma with higher self-reported therapeutic relationship skills. The results of this study may reflect cultural differences and meanings attached to mental illness.
Collapse
Affiliation(s)
- Christopher Patterson
- School of Nursing, Faculty of Science Medicine and Health, University of Wollongong Northfields Avenue, NSW, 2522, Australia.
| | - Dana Perlman
- School of Education, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Northfields Avenue, Wollongong, NSW, 2522, Australia
| | - Lorna Moxham
- Illawarra Health and Medical Research Institute (IHMRI), University of Wollongong, Northfields Avenue, Wollongong, NSW, 2522, Australia
| | - Christopher Sudhakar
- Department of Mental Health Nursing, Manipal College of Nursing, Manipal Academy of Higher Education, Karnataka, 576104, India
| | - Asha K Nayak
- Department of Mental Health Nursing, Manipal College of Nursing, Manipal Academy of Higher Education, Karnataka, 576104, India
| | - Binil Velayudhan
- Department of Mental Health Nursing, Manipal College of Nursing, Manipal Academy of Higher Education, Karnataka, 576104, India
| | - Tessy Treesa Jose
- Department of Mental Health Nursing, Manipal College of Nursing, Manipal Academy of Higher Education, Karnataka, 576104, India
| | - Amy Tapsell
- Global Challenges Program, Research and Innovation Division, University of Wollongong, Northfields Avenue, Wollongong, NSW, 2522, Australia
| |
Collapse
|
15
|
Student beliefs about their practice within a non-traditional mental health clinical placement. Nurse Educ Pract 2020; 47:102836. [PMID: 32814305 DOI: 10.1016/j.nepr.2020.102836] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2018] [Revised: 01/07/2020] [Accepted: 07/07/2020] [Indexed: 11/20/2022]
Abstract
Therapeutic recreation programs utilize leisure to maximize a person's overall health and well-being. The focus of this study is a professional experience placement held within an outdoor recreation center involving student nurses and people with a lived experience of mental illness. The study aimed to explore student nurse's beliefs about their practice within the program setting. An ethnographic case study approach was used to focus on the development of student nurse practice in this setting. The analytic strategy derived the themes of the ethnographic case study, namely 'who's who', 'clinical contrast' and 'recreation as practice'. A non-traditional mental health clinical placement would seem to have the potential in providing a new set of skills and experiences to these future nurses that may complement the scope of recovery-orientated care. The therapeutic recreation program provided the student with an experience where they could develop therapeutic relationships with people a lived experience of mental illness.
Collapse
|
16
|
O'Ferrall-González C, Almenara-Barrios J, García-Carretero MÁ, Salazar-Couso A, Almenara-Abellán JL, Lagares-Franco C. Factors associated with the evolution of attitudes towards mental illness in a cohort of nursing students. J Psychiatr Ment Health Nurs 2020; 27:237-245. [PMID: 31663221 DOI: 10.1111/jpm.12572] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Revised: 09/28/2019] [Accepted: 10/28/2019] [Indexed: 11/28/2022]
Abstract
WHAT IS KNOWN ON THE SUBJECT?: People with mental health difficulties have poorer physical health than the general population. The stigmatizing attitude of health professionals impacts the quality of care for these people. There is a broad background on the effectiveness of activities based on theoretical training, clinical practices or social contact to improve nursing students' attitudes towards people with mental health difficulties. There is an important need to assess whether the benefits identified in the short term are maintained in the longer term. WHAT DOES THE PAPER ADD TO EXISTING KNOWLEDGE?: The positive evolution of attitudes towards mental illness does not last over time. Some students' attitude towards people with a mental health difficulty worsened in the final stage of their training after completing clinical practices. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: It is necessary for tutors incorporate an understanding of stigma throughout the degree training and to discuss with the students the emotional aspects experienced during the performance of clinical practices. The design of any anti-stigma intervention must include the factor of "time". ABSTRACT: Introduction The stigma of health professionals is a contributing factor to morbi-mortality among people with mental health difficulties. There is a lack of research on long-term outcomes in nursing students. Objective To identify factors associated with the evolution of stigmatizing attitudes towards mental illness in a cohort of students trained in mental health. Method A prospective observational study of the impact of training in mental health care. Age, gender, stigma, level of previous familiarity with mental illness, self-education by Internet, academic performance and the place where practicums are conducted were evaluated on three occasions over 15 months. Results Academic performance, online consultation and the size or origin of the theoretical group were indicators of better attitudes. The positive evolution of attitudes does not last over time. Discussion Instability over time could be explained by students' experience in the practicum, although the time itself has been identified as a determining factor. Practical implications Further studies should be promoted in academia to assess the content of mental health training and its influence on the evolution of the stigmatizing attitude. It is also necessary to address stigma in small groups, where students with better academic results lead anti-stigma activities.
Collapse
Affiliation(s)
- Cristina O'Ferrall-González
- Department of Nursing and Physiotherapy, University of Cádiz, Cádiz, Spain.,Research Group PAIDI CTS-391, University of Cádiz, Cádiz, Spain
| | - José Almenara-Barrios
- Department of Biomedicine, Biotecnology and Public Health, University of Cádiz, Cádiz, Spain
| | | | | | | | | |
Collapse
|
17
|
Goman C, Patterson C, Moxham L, Harada T, Tapsell A. Alternative mental health clinical placements: Knowledge transfer and benefits for nursing practice outside mental healthcare settings. J Clin Nurs 2020; 29:3236-3245. [PMID: 32447818 DOI: 10.1111/jocn.15336] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Revised: 02/24/2020] [Accepted: 05/09/2020] [Indexed: 11/30/2022]
Abstract
AIM AND OBJECTIVES To explore whether nursing student's experiences at Recovery Camp have impacted their current nursing practices. BACKGROUND Recently, there has been a move towards more holistic models of nursing care, which seek to break down barriers of stigmatisation and embrace the tenets of self-determination, to acknowledge people with lived experiences of mental illness and their ability to manage their recovery. In that regard, future health professionals such as nursing students will need to be educated in a manner that recognises the importance of lived experience. In this paper, we propose that Recovery Camp, an alternative clinical placement setting model, enhances clinical practice in multiple domains and is beneficial for both nursing practitioners and people with lived experiences of mental illness, as well as offering an effective nontraditional alternative to conventional clinical placement opportunities. METHODS This study employed a phenomenological research design, involving individual semi-structured telephone interviews. The Standards for Reporting Qualitative Research (SRQR) checklist was adhered to. RESULTS Three main themes were identified from the analysis: (a) engagement, (b) understanding mental health and (c) holistic care. "I definitely look at people with mental health conditions in a different light." At Recovery Camp, participants felt that they had greater opportunities for engagement with people with lived experiences, and through this engagement, their preconceptions of mental illness began to change. CONCLUSIONS Recovery Camp may have facilitated the transfer of knowledge that is more person-centred among nursing students, consequently impacting their current nursing practices. RELEVANCE TO CLINICAL PRACTICE Nurses should be equipped with mental health skills regardless of their career trajectory. While Recovery Camp represents a promising approach to facilitate knowledge transfer, further investigation will be required to determine which other factors are instrumental. This approach may have wider implications for nursing education.
Collapse
Affiliation(s)
- Caitlin Goman
- School of Nursing, University of Wollongong, Wollongong, NSW, Australia
| | | | - Lorna Moxham
- School of Nursing, University of Wollongong, Wollongong, NSW, Australia
| | - Theresa Harada
- School of School of Geography and Sustainable Communities, University of Wollongong, Wollongong, NSW, Australia
| | - Amy Tapsell
- Global Challenges Program, University of Wollongong, Wollongong, NSW, Australia
| |
Collapse
|
18
|
Mental health stigma and undergraduate nursing students: A self-determination theory perspective. Collegian 2020. [DOI: 10.1016/j.colegn.2019.08.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
|
19
|
Perlman D, Patterson C, Moxham L, Burns S. Examining mental health clinical placement quality using a self-determination theory approach. NURSE EDUCATION TODAY 2020; 87:104346. [PMID: 32058882 DOI: 10.1016/j.nedt.2020.104346] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2019] [Revised: 11/20/2019] [Accepted: 01/12/2020] [Indexed: 06/10/2023]
Abstract
Nursing clinical placements provide a unique opportunity for students to develop and hone the skills and knowledge that will be used upon graduation in their future professional practice. There is an on-going inquiry into elements that may facilitate better leaning outcomes in a variety of teaching and learning settings, including clinical experiences. Using a Self-Determination Theory approach, this study examined whether undergraduate nursing students would benefit from immersion in an autonomy-supportive clinical setting. Using a two-group pre and post-test design, students were classified into either an autonomy-supportive or comparison clinical placement cohort and measured on their learning using the Mental Health Clinical Placement Survey. Results of a repeated measures multivariate analysis of variance indicated a significant difference on some of the measures of learning housed within the Mental Health Clinical Placement Survey with students in the autonomy-supportive group reporting higher scores at the post-test time point. Findings support the value that teaching and learning in an autonomy-supportive setting has, on the skills and educational development of students.
Collapse
Affiliation(s)
- Dana Perlman
- School of Education, Faculty of Social Sciences, University of Wollongong, Northfields Ave, Australia.
| | - Christopher Patterson
- School of Nursing, Faculty of Science Medicine and Health, University of Wollongong, Northfields Ave, Australia
| | - Lorna Moxham
- School of Nursing, Faculty of Science Medicine and Health, University of Wollongong, Northfields Ave, Australia
| | - Shawn Burns
- School of the Arts, English & Media, Faculty of Law, Humanities and the Arts, University of Wollongong, Northfields Ave, Australia
| |
Collapse
|
20
|
Miller-Rosser K, Colgrave J, Stockhausen L. The student experience of a 'kidney CAMP' as a primary care clinical placement for undergraduate nursing students. NURSE EDUCATION TODAY 2019; 83:104198. [PMID: 31513987 DOI: 10.1016/j.nedt.2019.08.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2018] [Revised: 07/15/2019] [Accepted: 08/15/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Historically clinical placements have been within acute care settings. In a more contemporary society, the future focus of health care is primary care, with an emphasis in expanding primary care clinical placements, to meet the needs of increasing workforce requirements. An innovative collaborative educational model was designed to provide a high quality learning experience and to increase numbers of students experiencing a primary care clinical placement. OBJECTIVE To explore student nurses' lived experiences within an innovative primary care setting. METHODS A qualitative case study was undertaken to analyse nursing students' experiences at the Kidney Kids Camp primary care clinical placement. FINDINGS Participants described how the primary care placement changed their view of nursing and the nurses' role. Five themes emerged from the research: developing knowing through children's eyes; entering the world of primary care; facing a journey of self-discovery; it's all in the way you communicate and; it makes you think differently about nursing. DISCUSSION The experience of this primary care placement enabled nursing students to enter the world of children living with chronic illness. Immersing students into this unique environment enabled them to gain a greater insight into primary care through the eyes of the children. CONCLUSION Kidney Kids camp experiences presented nursing students with an enhanced appreciation of primary care nursing, working with children, and an understanding of the impact of chronic health illnesses, through the primary care lens.
Collapse
Affiliation(s)
- Kolleen Miller-Rosser
- Southern Cross University, Nursing Academic, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
| | - June Colgrave
- Southern Cross University, Nursing Academic, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
| | - Lynette Stockhausen
- Southern Cross University, Nursing Academic, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
| |
Collapse
|
21
|
Slemon A, Jenkins E, Bungay V, Brown H. Undergraduate students' perspectives on pursuing a career in mental health nursing following practicum experience. J Clin Nurs 2019; 29:163-171. [DOI: 10.1111/jocn.15074] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2019] [Revised: 08/29/2019] [Accepted: 09/24/2019] [Indexed: 11/28/2022]
Affiliation(s)
- Allie Slemon
- School of Nursing University of British Columbia Vancouver BC Canada
| | - Emily Jenkins
- School of Nursing University of British Columbia Vancouver BC Canada
| | - Vicky Bungay
- School of Nursing University of British Columbia Vancouver BC Canada
| | - Helen Brown
- School of Nursing University of British Columbia Vancouver BC Canada
| |
Collapse
|
22
|
Graj E, Sheen J, Dudley A, Sutherland-Smith W. Adverse health events associated with clinical placement: A systematic review. NURSE EDUCATION TODAY 2019; 76:178-190. [PMID: 30807929 DOI: 10.1016/j.nedt.2019.01.024] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Revised: 12/10/2018] [Accepted: 01/28/2019] [Indexed: 06/09/2023]
Abstract
OBJECTIVE Clinical placement is a fundamental aspect of student learning and skill development across healthcare disciplines. However, participation in clinical placements can also present significant risk to students. This systematic literature review sought to examine the range of risks and hazards encountered by students across healthcare disciplines during their clinical placements. DESIGN The Preferred Reporting Items for Systematic Reviews and Meta-Analysis reporting guidelines were utilised in conducting this exploratory systematic review. DATA SOURCES The CINAHL Complete, Medline Complete, and PsycINFO databases were searched. Reference lists of eligible records obtained via database searching were screened, and a supplementary key author search was conducted. Research published between 2013 and 2018 and conducted in the context of comparative international healthcare systems was the focus of this study. REVIEW METHODS Study titles and abstracts were screened, and the full text of potentially relevant records was perused. Records meeting key eligibility criteria by addressing risk posed to students in healthcare disciplines within a clinical placement context were included in the final synthesis. RESULTS The search identified 46 eligible records. The literature highlighted the worrying trend that students, most notably in the nursing discipline, can be exposed to a wide range of risks and adverse health events during clinical placement. CONCLUSIONS As risks in unpredictable clinical environments cannot be eradicated, this review demonstrated a critical need for educative action to enable students to competently and confidently manage risks, and to reduce occurrence of adverse health events.
Collapse
Affiliation(s)
- Ella Graj
- Deakin University, Melbourne Burwood Campus, School of Psychology, 221 Burwood Highway, Burwood, VIC 3125, Australia.
| | - Jade Sheen
- Deakin University, Melbourne Burwood Campus, School of Psychology, 221 Burwood Highway, Burwood, VIC 3125, Australia.
| | - Amanda Dudley
- Deakin University, Melbourne Burwood Campus, School of Psychology, 221 Burwood Highway, Burwood, VIC 3125, Australia.
| | - Wendy Sutherland-Smith
- Deakin University, Melbourne Burwood Campus, School of Psychology, 221 Burwood Highway, Burwood, VIC 3125, Australia.
| |
Collapse
|
23
|
Mlinar Reljić N, Pajnkihar M, Fekonja Z. Self-reflection during first clinical practice: The experiences of nursing students. NURSE EDUCATION TODAY 2019; 72:61-66. [PMID: 30453200 DOI: 10.1016/j.nedt.2018.10.019] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2018] [Revised: 10/02/2018] [Accepted: 10/31/2018] [Indexed: 05/12/2023]
Abstract
BACKGROUND Self-reflection can be used as a tool for describing student experiences and have a significant impact on their learning. It enables nursing students to develop the ability to identify and analyse their problems and find possible solutions. OBJECTIVE To present students' self- reflection in their first clinical practice as their first stage of our nursing study program. METHODOLOGY The research was based on a naturalistic philosophical paradigm using a qualitative methodological approach. The research took place at one of the Slovenian universities with an undergraduate nursing education program. Purposive sampling was chosen. The data were obtained through written self-reflection diary entries collected between March and June 2016. A thematic analysis was selected for data analysis. Ensuring that all ethical considerations were covered, seventeen students in the first clinical practice were included. FINDINGS Three main thematic themes were identified that define the experience of students in their first clinical practice: (1) emotional experience, (2) interpersonal relationships, (3) learning. CONCLUSIONS The research has found that the experiences and the perceptions of students in the first clinical practice are mainly expressed emotionally. Self-reflection helps students to express emotions and feelings to reliving and to identifying problems and also, to understanding themselves better. Further research should be focused on the importance of the students' self-reflections in their professional and personal growth.
Collapse
Affiliation(s)
| | - Majda Pajnkihar
- University of Maribor, Faculty of Health Sciences, Maribor, Slovenia.
| | - Zvonka Fekonja
- University of Maribor, Faculty of Health Sciences, Maribor, Slovenia.
| |
Collapse
|
24
|
Chigavazira J, Fernandez R, Mackay M, Lapkin S. Adaptation and validation of the clinical supervision self-assessment tool among registered nurses. NURSE EDUCATION TODAY 2018; 70:28-33. [PMID: 30130741 DOI: 10.1016/j.nedt.2018.08.008] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Revised: 07/18/2018] [Accepted: 08/14/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Clinical supervision of pre-registration nursing students has become an integral role of the registered nurse. The Clinical Supervision Self-assessment Tool relating to knowledge (CSAT-Knowledge) and the individual's skills (CSAT-Skills) of clinical supervision and comprising of 30 items each originally is widely used for nurses in Australia. However, the psychometric properties of this tool have not been previously reported. OBJECTIVE To adapt the Clinical Supervision Self-Assessment Tool for nurses and to investigate the psychometric properties of the modified tool to measure registered nurses' knowledge and skills regarding supervising pre-registration nursing students. DESIGN Instrument adaptation and psychometric testing. PARTICIPANTS/SETTINGS A convenience sample of 229 registered nurses in a tertiary teaching hospital in Australia. METHOD A two-phase prospective study was conducted. Phase 1 involved the modification of the Clinical supervision Self-Assessment Tool, content validity and pilot testing of the modified version. Phase 2 included the psychometric testing of the modified Clinical Supervision Self-Assessment Tool (mCSAT-Knowledge; mCSAT-Skills). RESULTS The mCSAT-Knowledge and mCSAT-Skills comprised of 30 items each. The content validity of the mCSAT was considered satisfactory based on the feedback from the expert panel. Results of the exploratory factor analysis supported a three-factor structure identified as: evaluating clinical learning; facilitating clinical learning and problem solving. The internal consistency was high with a Cronbach's alpha values >0.90. The construct validity was supported as nurses who had undertaken clinical supervision training demonstrated significantly higher clinical supervision knowledge and skills scores than those had no training. CONCLUSIONS The findings provide empirical support for the modified Clinical Supervision Self-Assessment Tool as a valid measure of registered nurses' knowledge and skills regarding the clinical supervision of pre-registration nursing students. The tool requires further psychometric testing in different samples of nurses to enable validation in other settings.
Collapse
Affiliation(s)
- Jesina Chigavazira
- Faculty of Science Medicine & Health, School of Nursing, University of Wollongong, Wollongong, NSW 2522, Australia; Bankstown-Lidcombe Hospital, South Western Sydney Local Health District, Bankstown, NSW 2200, Australia.
| | - Ritin Fernandez
- Faculty of Science Medicine & Health, School of Nursing, University of Wollongong, Wollongong, NSW 2522, Australia; Centre for Research in Nursing and Health, St George Hospital, South Eastern Sydney Local Health District, Kogarah, NSW 2217, Australia.
| | - Maria Mackay
- Faculty of Science Medicine & Health, School of Nursing, University of Wollongong, Batemans Bay Campus, Batemans Bay, NSW 2536, Australia.
| | - Samuel Lapkin
- Faculty of Science Medicine & Health, School of Nursing, University of Wollongong, South Western Sydney Campus, Liverpool, NSW 2170, Australia; Centre for Research in Nursing and Health, St George Hospital, South Eastern Sydney Local Health District, Kogarah, NSW 2217, Australia.
| |
Collapse
|
25
|
Mental health nursing placement: A comparative study of non-traditional and traditional placement. Nurse Educ Pract 2018; 33:4-9. [DOI: 10.1016/j.nepr.2018.08.010] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2017] [Revised: 03/04/2018] [Accepted: 08/18/2018] [Indexed: 11/17/2022]
|
26
|
Dotevall C, Winberg E, Rosengren K. Nursing students' experiences with refugees with mental health problems in Jordan: A qualitative content analysis. NURSE EDUCATION TODAY 2018; 61:155-161. [PMID: 29207287 DOI: 10.1016/j.nedt.2017.11.025] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2017] [Revised: 10/26/2017] [Accepted: 11/21/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVES The aim of this study was to describe Jordanian nursing students' experience of caring for refugees with mental health problems. BACKGROUND According to refugees' experiences of crisis, a well-educated staff is needed to provide high quality of care due to mental health problems. Therefore, health professionals play an important role in creating an environment that promotes human rights regardless of ethnic origin. SETTINGS, PARTICIPANTS, METHOD The study comprised eight interviews and was analysed using content analysis, a qualitative method that involves an inductive approach, to increase our understanding of nursing students' perspective and thoughts regarding caring for refugees with mental health problems. RESULTS The results formed one category: to be challenged by refugees' mental health issues and three subcategories: managing refugees' mental health needs, affected by refugees' mental health, and improve mental healthcare for refugees. CONCLUSION Language problems could be managed by using interpreters to decrease cultural clashes to facilitate equal healthcare. In addition, well-educated (theoretical knowledge) and trained (practical knowledge) nursing students have potential to fulfil refugees' care needs regardless of ethnicity or background by using nursing interventions built on communication skills and cultural competences (theory, practice) to facilitate high quality of healthcare.
Collapse
Affiliation(s)
- Camilla Dotevall
- Sahlgrenska Academy, Institute of Health and Care Sciences, University of Gothenburg, Sweden
| | - Elin Winberg
- Sahlgrenska Academy, Institute of Health and Care Sciences, University of Gothenburg, Sweden
| | - Kristina Rosengren
- Sahlgrenska Academy, Institute of Health and Care Sciences, University of Gothenburg, Sweden.
| |
Collapse
|
27
|
Bingham H, O'Brien AJ. Educational intervention to decrease stigmatizing attitudes of undergraduate nurses towards people with mental illness. Int J Ment Health Nurs 2018; 27:311-319. [PMID: 28266805 DOI: 10.1111/inm.12322] [Citation(s) in RCA: 56] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/18/2016] [Indexed: 11/26/2022]
Abstract
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 intervention - guided clinical experience in an acute mental health unit during the first year of the curriculum - decreased 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.
Collapse
Affiliation(s)
- Helen Bingham
- Department of Nursing, Western Institute of Technology, Taranaki, New Plymouth, New Zealand
| | | |
Collapse
|
28
|
Perlman D, Patterson C, Moxham L, Taylor E, Brighton R, Sumskis S, Heffernan T. Preparing Nursing Students for Mental Health Care: The Impact of a Recovery-oriented Clinical Placement. Issues Ment Health Nurs 2017; 38:663-668. [PMID: 28436717 DOI: 10.1080/01612840.2017.1312650] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The provision of mental health care has recently focused on the concept of recovery-oriented care. Clinical placements are important for imparting recovery-oriented knowledge and skills to students. However, it has been determined that not all clinical placements are beneficial for future nursing professionals. The aim of this study was to examine what elements of professional learning were facilitated by engagement in a recovery- and recreation-based clinical placement for pre-registration nursing students called Recovery Camp. Qualitative data were collected through individual interviews and reflective journals of pre-registration nurses. Findings from this study indicate that Recovery Camp enhanced students' understanding of stigma, developed their professional knowledge and applied skills, and helped them gain insight into the role a consumer plays in his/her own recovery journey. Placements that allow pre-registration nurses the opportunity to authentically engage with people with a lived experience of mental illness may assist in the effective development of future professionals in meeting their diverse needs.
Collapse
Affiliation(s)
- Dana Perlman
- a School of Education, University of Wollongong , Wollongong , Australia
| | | | - Lorna Moxham
- b School of Nursing, University of Wollongong , Wollongong , Australia
| | - Ellie Taylor
- c Global Challenges, University of Wollongong , Wollongong , Australia
| | - Renee Brighton
- b School of Nursing, University of Wollongong , Wollongong , Australia
| | - Susan Sumskis
- b School of Nursing, University of Wollongong , Wollongong , Australia
| | - Tim Heffernan
- d Illawarra/Shoalhaven Local Health District , Wollongong , Australia
| |
Collapse
|
29
|
Perlman D, Taylor E, Moxham L, Patterson C, Brighton R, Heffernan T, Sumskis S. Innovative Mental Health Clinical Placement: Developing Nurses' Relationship Skills. J Psychosoc Nurs Ment Health Serv 2017; 55:36-43. [DOI: 10.3928/02793695-20170210-05] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2016] [Accepted: 01/24/2017] [Indexed: 11/20/2022]
|