“I’m scared”: Journaling Uncovers Student Perceptions Prior to a Psychiatric Clinical Rotation

Abstract

BACKGROUND: The United States is experiencing a shortage of mental health practitioners. A growing body of evidence shows that nursing students state that mental health is among the least desirable specialties, citing anxiety as a prominent factor. This study builds on existing knowledge and seeks to understand undergraduate nursing students’ goals and perceptions about mental health prior to a mental health course utilizing a semistructured clinical journal. AIMS: To explore undergraduate nursing students’ goals and perceptions in order to develop strategies that may positively influence students’ thoughts about mental health nursing. METHOD: Utilizing qualitative methodology, students’ journal entries ( n = 90) were coded into keywords by frequency, forming the basis of themes in this study. RESULTS: Analysis found that nursing students are primarily concerned with their ability to communicate effectively with mental health patients, leading to fears about the upcoming mental health practicum. Although not prompted, students also discussed various stigmas surrounding mental health patients and disorders. CONCLUSION: Students enter the mental health course and practicum with a variety of preconceptions. Nurse educators play a central role in identifying and developing psychoeducational strategies to address student concerns and increase students’ interest in mental health nursing.

Peer learning in clinical placements in psychiatry for undergraduate nursing students: preceptors and students’ perspective

“…Psychiatric nursing focuses less on medical-technical tasks but emphasizes on creating a nurse-patient relationship, which can be challenging for nursing students (Demir & Ercan, 2018;Ejneborn Looi et al, 2016). Prior to clinical practice, nursing students feared caring for psychiatric patients and worried about their own personal safety due to potentially unpredictable or violent behaviours of psychiatric patients (Al-Zayyat & Al-Gamal, 2014;Ganzer & Zauderer, 2013;Webster, 2009;Wedgeworth, Ford, & Tice, 2020). Communication and interaction with patients in psychiatric settings during clinical placements could reduce students' anxiety and fear, increase their confidence and increase their desire to work in psychiatric care (Happell et al, 2015;Moxham et al, 2015;Thongpriwan et al, 2015).…”

The Effects of Virtual Simulation on Undergraduate Nursing Students’ Mental Health Literacy: A Prospective Cohort Study

“…However, nurses as the main mental health workforce often perceive lack of knowledge and competence in providing care to people with mental illness (Barry & Ward, 2017). In the U.S., many nursing students have uncertainty about their ability to interact with people who have mental health-related issues (Hunter et al, 2015;Wedgeworth et al, 2020). Internationally, mental health nursing has consistently been reported to be one of the least preferred career choices by undergraduate nursing students (Ward & Barry, 2018).…”

‘Working as a Real Nurse’: Nursing Students’ Experiences of a Clinical Education Ward in Psychiatric Care

“…Listening to the patients' narratives about their life situation is a significant part of nursing and should be the primary focus for nursing students during their psychiatric clinical education which could be challenging and difficult (Demir & Ercan, 2018;Ejneborn Looi et al, 2016;Wedgeworth et al, 2020). Psychiatric clinical education is often perceived by nursing students as stressful due to feelings of uncertainty and fear with the regard to communicating and interacting with psychiatric patients with potentially unpredictable or violent behaviors (Ganzer & Zauderer, 2013).…”