Experiences of nursing students during clinical education in mental health clinics: A phenomenological qualitative study

Günaydın, Nevin; Çoban, Sibel Arguvanli

doi:10.1016/j.nepr.2021.103113

Cited by 13 publications

(15 citation statements)

References 41 publications

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“…It is importance to talk to the nursing students about their feelings and reactions as they often feel vulnerable, lonely, and lacks support to deal with their emotions. Thus, the nursing students calls for more support to develop their resilience [ 21 , 23 ]. The challenges of nursing students’ dropout, recruitment and retention of nurses are problematic.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a new concept to improve and organize clinical practice in nursing education: a pilot-study

Thomsen,

Jørgensen,

Kynde Schøtz

et al. 2024

BMC Nurs

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Background Nursing students may experience clinical practice as unsafe due to the interactions with patients, fear of making mistakes, lack of clinical experience and supervision, which results in anxiety and stress. Thus, interventions to improve and organize the learning environment in clinical practice for nursing students are warranted, and the aim of this pilot-study was to evaluate a new concept of clinical practice in order to get insight on the different initiatives and gain knowledge for further developing. Methods The new concept consisted of nursing students being affiliated to the same department during their clinical practices, reflective supervision, and participation in a self-compassion course. Data was collected using questionnaires and focus group interviews of 17 nursing students, 17 clinical supervisors, and 14 head nurses. A mixed-methods strategy was employed to give the study a pragmatic approach. Finding from the questionnaires and focus group interviews were analyzed separately and then weaved together into themes. Results The results generated four themes: Information and involvement before and during the new concept, Learning outcomes, safety, and well-being, Impact of reflective supervision and self-compassion course, and Transition from study life to working life. In general, the participating nursing students, clinical supervisors, and head nurses had positives experiences regarding the new concept. They felt well-informed, and they experienced that it contributed to a safe learning environment, increased well-being, strengthened the relationship between nursing students and clinical supervisors and healthcare staff at the department, and prepared the nursing students to working life. Conclusion Our results complement the suggestion that improved quality of clinical practice for nursing students is an effective strategy to establish a safe and supportive learning environment that contribute with satisfaction, successful experiences, and attraction of future nurses. However, further intervention studies are needed to compare the effect of the new concept with traditional clinical practice.

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Section: Discussionmentioning

confidence: 99%

Evaluation of a new concept to improve and organize clinical practice in nursing education: a pilot-study

Thomsen,

Jørgensen,

Kynde Schøtz

et al. 2024

BMC Nurs

View full text Add to dashboard Cite

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“…They stated that they felt fear, worry, anxiety, excitement, alienation, and loneliness. The reasons for these negative feelings were reported worry about saying something wrong, difficulty in making decisions about behavior, lack of knowledge, and the risk of encountering aggressive behavior [ 40 ]. In a study conducted by Başoğul (2021), most of the participating nursing students stated that the fear and discomfort they felt at the beginning of the clinical internship were reduced by getting to know the patients, and with time, they no longer thought that the patients were aggressive and dangerous.…”

Section: Discussionmentioning

confidence: 99%

“…Meanwhile, according to the opinion of many nursing students in the study conducted by Günaydin and Çoban (2021), nursing personnel should play an active role in the clinical education of students. They should act as role models for nursing students, based on the findings of this study, the educational roles of nurses in mental health clinics were insufficient and very weak and they were not even able to communicate with the students and, according to the students, even noticed their existence if they had not been there [ 40 ]. Some nursing students participating in the Başoğul (2021) study stated that improving the communication skills of health workers and focusing on patient-centered care could be effective in reducing stigma.…”

Section: Discussionmentioning

confidence: 99%

“…In general, the role of mental health educators and nurses in preventing negative beliefs and attitudes about mental health clinical practice is vital for nursing students. From the point of view of nursing students, the clinical instructor plays the most active role in helping them learn in a clinical environment [ 40 ]. In addition, nursing educators can guide students in redesigning the curriculum to develop methods that can facilitate competence and confidence to reduce students’ prejudice, fear, and stress in clinical practice [ 61 ].…”

Section: Discussionmentioning

confidence: 99%

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Nursing students’ metaphors of first clinical experiences of encountering patients with mental disorders

Mansouri,

Darvishpour

2024

BMC Nurs

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Background Psychiatric wards are one of the most stressful medical centers. Apprenticeship in mental health can cause feelings of stress and anxiety among nursing students. Investigating nursing students’ beliefs about mental illnesses is very important to improve nursing education. The present study aimed to identify nursing students’ metaphors for their first clinical experiences of encountering patients with mental disorders. Methods This descriptive qualitative study was conducted on 18 undergraduate nursing students studying in two nursing colleges at Guilan University of Medical Sciences, in the north of Iran, in 2022. The data were collected through semi-structured interviews and analyzed using Critical Metaphor Analysis by the MAXQDA 2007 software. Results The analysis of nursing students’ metaphors led to the emergence of 36 metaphors and 5 categories. These categories were “experience of dealing with a mental patient is similar to fear mixed with excitement”, " patient is similar to an errant human”, " psychiatric hospital is similar to a prison”, “nurse is similar to a prison guard”, and “clinical instructor is similar to a supporter, sympathetic and knowledgeable friend”. Conclusions The results showed their negative attitude towards the psychiatric hospital and health care providers. It is suggested that the findings of this study be taken into consideration in the planning of clinical education of nursing students.

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“…Due to this reason, clinical education is a mandatory and essential period of nursing education (4). From the view of nursing education planners, clinical education is the primary basis of nursing education (5). They believe that the deep gap between theoretical and clinical education negatively impacts students' clinical Journal of Medical Education Development ¦ Volume 15 ¦ Issue 47 ¦ 2022 performance and does not allow them to show their competence and skills (6).…”

Section: Introductionmentioning

confidence: 99%

Clinical self-efficacy of final-year nursing students: A comparison of a 360-degree evaluation method with a conventional method

Mousavi

Kamali

2022

J Med Educ Dev

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Background & Objective: The use of traditional clinical evaluation methods is one of the most critical challenges in obtaining professional competence and self-efficacy in clinical performance. This study aims to investigate the clinical self-efficacy of final-year nursing students by comparing a 360-degree evaluation method with a conventional evaluation method.Materials & Methods: This quasi-experimental study was conducted on 65 final-year nursing students at Abhar School of Nursing who were selected by census method and randomly divided into two control and experimental groups. In the beginning, the participants completed the clinical self-efficacy questionnaire then a briefing session was held for the experimental group. In the next step, a clinical evaluation of the experimental group was performed using the 360degree standard form for two weeks. Furthermore, a routine evaluation method was used for the control group. At the end of the internship, both groups completed the clinical self-efficacy questionnaire again. Data were analyzed in SPSS software (version 25) using ANOVA, paired, and independent t-tests.Results: It was shown that the total self-efficacy score of the students in the experimental group increased after implementing the 360-degree method (P=0.003). Moreover, the clinical selfefficacy scores in the control and experimental groups revealed that the scores in the experimental group were significantly higher than those in the control group (P=0.024). Conclusion:According to these findings, the use of the 360-degree evaluation method positively promotes students' clinical performance self-efficacy. Therefore, it is suggested that educational managers consider this evaluation method more and more as a comprehensive, appropriate, and efficient method for clinical courses.

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Experiences of nursing students during clinical education in mental health clinics: A phenomenological qualitative study

Cited by 13 publications

References 41 publications

Evaluation of a new concept to improve and organize clinical practice in nursing education: a pilot-study

Evaluation of a new concept to improve and organize clinical practice in nursing education: a pilot-study

Nursing students’ metaphors of first clinical experiences of encountering patients with mental disorders

Clinical self-efficacy of final-year nursing students: A comparison of a 360-degree evaluation method with a conventional method

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