Exploring the experience of undergraduate nursing students following placement at psychiatric units in China: A phenomenological study

Shen, Ling; Zhang, Xiao; Chen, Jingyi; Yang, Yidan; Hu, Rong

doi:10.1016/j.nepr.2023.103748

Cited by 4 publications

(1 citation statement)

References 40 publications

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“…Secondly, nursing students must complete clinical practice for no less than 40 weeks in the final year before graduation. They will rotate to different departments, including psychiatry nursing, where they can contact and participate in the clinical care of patients with mental disorders under the supervision of psychiatric nurses ( 24 ). There is evidence that contact with mental disorder, including direct contact, indirect filmed contact or educational email, can change nurses’ attitudes towards mental disorders in a positive way ( 25 , 26 ).…”

Section: Introductionmentioning

confidence: 99%

The attitudes of nonpsychiatric nurses towards mental disorders in China

Wang,

Qiu

et al. 2024

Front. Psychiatry

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BackgroundFew studies have explored the associated factors of attitudes of nonpsychiatric nurses towards mental disorders. Therefore, this study is aimed to evaluate the attitudes of nonpsychiatric nurses towards mental disorders and especially explore the association between psychiatric clinical practice and these attitudes.MethodsA total of 1324 nonpsychiatric nurses and students majoring in nursing were recruited through an online questionnaire from December 2021 to March 2022 in Sichuan Province, China. Demographic information, personal care experience, psychiatric nursing education and the Community Attitudes towards the Mentally Ill (CAMI) were collected. A higher score indicates a stigmatizing attitude in the authoritarianism and social restrictiveness (SR) subscales and a positive attitude in the benevolence and community mental health ideology (CMHI) subscales. Multivariate linear regression was employed to analyze associated factors of attitudes towards mental disorders, and hierarchical linear regression was used to analyze the association between psychiatric clinical practice and the attitudes towards mental disorders.ResultsUnder the control of confounders, high education level, long residence in urban and personal care experience were positively correlated with score of authoritarianism and SR (p < 0.05), and negatively correlated with score of benevolence (p < 0.05). Long residence in urban and personal care experience were negatively correlated with score of CMHI (p < 0.05). Hierarchical linear regression analysis showed that after adjusting for demographic information, psychiatric clinical practice was associated with lower score of benevolence (B = -0.09, 95%CI = -0.17 ~ -0.003, p = 0.043) and CMHI (B = -0.09, 95%CI = -0.17 ~ -0.01, p = 0.027), but the initial associations between psychiatric clinical practice and authoritarianism, SR disappeared.ConclusionsHigh education level, long residence in urban, personal care experience and the psychiatric clinical practice were associated with the discrimination of nonpsychiatric nurses towards mental disorders. Further exploring practical strategies to optimize the psychiatric clinical practice experience of nonpsychiatric nurses could help improve their attitudes towards mental disorders.

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Section: Introductionmentioning

confidence: 99%

The attitudes of nonpsychiatric nurses towards mental disorders in China

Wang,

Qiu

et al. 2024

Front. Psychiatry

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The impact of final-year clinical placements on nursing students' career planning for the graduate year and beyond

Anyango,

Adama,

Brown

et al. 2024

Nurse Education in Practice

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The integration and associated challenges of Mental Health Competencies in Undergraduate Nursing Education: A scoping review

Chukwuere,

Zenani,

Mthimunye

et al. 2024

Preprint

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Background: Educational institutions play a pivotal role in meeting healthcare needs by educating future professional nurses and other healthcare professionals. However, nursing education encounters challenges such as insufficient competencies among graduates, and a gap in theory-practice integration in the curriculum. The aim of this scoping was to identify and map out the existing literature on the integration of Mental Health Competencies in undergraduate Nursing Education and associated challenges. Methods: This scoping review was conducted in line with the framework outlined by Arksey and O’Malley. The electronic databases of CINHAL, MedLine,Scopus, Science Direct, and Emerald Insight were used for peer-reviewed articles related to the subject topic using English search terms. Two authors independently reviewed the identified articles that met the inclusion criteria. The screening and selection process was conducted in the following phases: Firstly, the search results were imported into EPPI reviewer software, and duplicates were removed through the use of the software's built-in function. Secondly, careful screening of the titles and abstracts of all imported studies was followed based on the inclusion criteria. Thirdly, the reference list of the identified articles was screened to foster a comprehensive coverage of evidence. Full-text screening was conducted for all the identified articles and the research team carefully scrutinized this process. From 717 articles obtained from the literature, 17 were selected for critique and synthesis. Results: The initial literature search generated 717 articles. Upon identification and careful screening, 17 eligible articles were included for data synthesis. Two key themes were reported: Integrating Mental Health Competencies in Undergraduate Nursing Education and Challenges to integrating Mental Health Competencies in undergraduate Nursing Education, Conclusion: The findings of this scoping review indicated that various efforts are being made toward integrating mental health nursing into undergraduate nursing education. However, these efforts are constantly confronted by different challenges such as societal stigma, patient behaviours, unequal student contributions in group work activities, and difficulties in understanding patients' symptoms. Meaningful efforts should be made towards addressing these challenges to better prepare future nurses with the necessary mental health competence.

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Exploring the experience of undergraduate nursing students following placement at psychiatric units in China: A phenomenological study

Cited by 4 publications

References 40 publications

The attitudes of nonpsychiatric nurses towards mental disorders in China

The attitudes of nonpsychiatric nurses towards mental disorders in China

The impact of final-year clinical placements on nursing students' career planning for the graduate year and beyond

The integration and associated challenges of Mental Health Competencies in Undergraduate Nursing Education: A scoping review

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