Action learning sets for supporting postgraduate mental health nurses’ transition to professional practice: A qualitative study

Abstract

This paper reports on a qualitative case study of postgraduate mental health nurses participating in a monthly facilitated action learning set (ALS) in order to support them while they transition from PGMHN to independent professional practice. The aim of the study was to determine what the impact of participating in an ALS would have on how they perceived clinical practice issues. The ALS comprised a small group of PGMHN supported by a facilitator in order to explore issues from clinical practice by using Socratic questions to challenge their thinking. Data were collected via a single focus group and a 20‐item survey. Focus group textual data were coded line by line, and codes were synthesized thematically. The major theme to emerge from the qualitative results was as follows: ‘Learning from doing an action learning set’. Three subthemes were identified: Think outside the box: Developing Socratic questions; there’s rarely one right way: Applying action learning to practice; and Not easy to implement: Action plans in action. A 20‐item evaluative survey indicated that ALS increased participant’s confidence as a mental health nurse. Using critical questions increased participants’ confidence to explore different perspectives when engaged in problem‐solving.

Well‐being, turnover intention, and stigma attitudes of mental health transition‐to‐practice nurses: A cross‐sectional study

“…Well‐being and resilience may also be enhanced when programs include opportunities for beginning practitioners to engage in reflective practice including action learning sets (ALS; facilitated group discussions to strengthen critical reflection on practice). These have been found to be supportive for nurses transitioning into mental health and can increase their confidence in their mental health practice (Hopkins et al., 2021). Given the diverse groups of nurses coming into mental health, and to develop their attitudes and practice, it is also recommended that mental health stigma reduction strategies are included, with education by lived experience educators, culturally and linguistically diverse presenters, gender sensitive education and supported clinical placements.…”