National survey of clinical placement settings across Canada for nursing and other healthcare professions—who's using what?

Smith, Patricia M.; Spadoni, Michelle; Proper, Veronica M.

doi:10.1016/j.nedt.2013.02.011

Cited by 22 publications

(10 citation statements)

References 10 publications

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“…The extent to which clinical placements in mental health are available to healthcare students is variable (Bernard & Lindsey, 1995;Happell, 2009;Sawyer & Giesen, 2007;Smith, Spadoni, & Proper, 2013). Recent Canadian research showed that clinical placements are commonly used in educating students in several healthcare disciplines, including nursing, midwifery, occupational therapy, physiotherapy and medicine (Smith et al, 2013).…”

Section: Availability Of Clinical Placementsmentioning

confidence: 99%

“…Recent Canadian research showed that clinical placements are commonly used in educating students in several healthcare disciplines, including nursing, midwifery, occupational therapy, physiotherapy and medicine (Smith et al, 2013). These placements routinely occurred in hospital inpatient (97% of 113 schools); hospital outpatient (85%); community (93%); and long-term care (93%) settings.…”

Section: Availability Of Clinical Placementsmentioning

confidence: 99%

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Clinical Placements in Mental Health: A Literature Review

Happell

Gaskin

Byrne

et al. 2014

Issues in Mental Health Nursing

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Gaining experience in clinical mental health settings is central to the education of health practitioners. To facilitate the ongoing development of knowledge and practice in this area, we performed a review of the literature on clinical placements in mental health settings. Searches in Academic Search Complete, CINAHL, Medline and PsycINFO databases returned 244 records, of which 36 met the selection criteria for this review. Five additional papers were obtained through scanning the reference lists of those papers included from the initial search. The evidence suggests that clinical placements may have multiple benefits (e.g. improving students' skills, knowledge, attitudes towards people with mental health issues and confidence, as well as reducing their fears and anxieties about working in mental health). The location and structure of placements may affect outcomes, with mental health placements in non-mental health settings appearing to have minimal impact on key outcomes. The availability of clinical placements in mental health settings varies considerably among education providers, with some students completing their training without undertaking such structured clinical experiences. Students have generally reported that their placements in mental health settings have been positive and valuable experiences, but have raised concerns about the amount of support they received from education providers and healthcare staff. Several strategies have been shown to enhance clinical placement experiences (e.g. providing students with adequate preparation in the classroom, implementing learning contracts and providing clinical supervision). Educators and healthcare staff need to work together for the betterment of student learning and the healthcare professions.

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Section: Availability Of Clinical Placementsmentioning

confidence: 99%

Section: Availability Of Clinical Placementsmentioning

confidence: 99%

Clinical Placements in Mental Health: A Literature Review

Happell

Gaskin

Byrne

et al. 2014

Issues in Mental Health Nursing

View full text Add to dashboard Cite

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“…Gough & Happell, ), to embedding into nursing education support for all students in coping with complex institutional environments, particularly inpatient mental health settings. As inpatient mental health settings represent a large proportion of mental health practicum sites for nursing students (Smith, Spadoni, & Proper, ), educators must anticipate students ' experiences of distress during the practicum and be prepared to address these challenges. Educators both in the classroom and in the clinical setting can support students both in debriefing difficult incidents and in developing critical thinking skills to challenge harmful dominant practices they may observe (Galvin, Suominen, Morgan, O'Connell, & Smith, ).…”

Section: Discussionmentioning

confidence: 99%

Undergraduate students' perspectives on pursuing a career in mental health nursing following practicum experience

Slemon

Jenkins

Bungay

et al. 2019

Journal of Clinical Nursing

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Aims and objectives The purpose of this study was to explore how undergraduate students perceive and make decisions regarding mental health nursing as a career following completion of an inpatient mental health practicum. Background Among nursing students, mental health is consistently perceived as the least desirable nursing career path. However, evidence to explain why this is the case remains limited, with a lack of research exploring students' experiences of mental health settings and how these experiences influence their perceptions of a mental health nursing career. This knowledge gap limits strategies to support nurses' selection of mental health nursing as a career path, contributing to a global shortage of mental health nurses. Design This study used a qualitative narrative inquiry design. Methods In‐depth interviews (N = 15) were conducted with undergraduate nursing students to explore their experiences of mental health practicums. Participants had all completed a 6‐week practicum in inpatient mental health settings in urban hospitals. Reporting follows COREQ guidelines. Results Nursing students' decisions to not choose a career in mental health nursing were influenced by negative practicum experiences, including the institutional environments of the inpatient mental health settings and witnessing of harmful nursing practices. These factors were identified as barriers to pursuing a career in mental health nursing. However, students expressed desire to continue to work with clients with mental health challenges and aimed to pursue nursing careers that preserve this opportunity in different healthcare settings. Conclusions These findings expand upon existing literature that frequently positions nursing students as “uninterested” in mental health nursing and offers insights that can contribute to addressing global mental health nursing shortages. Relevance to clinical practice This study highlights the need for mental health nurses, nursing leaders, and educators to recognise and respond to students' difficult experiences in the inpatient mental health setting during practicums.

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“…Roxburgh (2014) found students have insight into the evolution of their needs across time and what different models offer. Utilising a variety of models may support increased diversification and offer less traditional settings, community or primary health, ways to support students (Smith et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

In pursuit of an optimal model of undergraduate nurse clinical education: An integrative review

Forber

DiGiacomo

Carter

et al. 2016

Nurse Education in Practice

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Clinical learning experiences are an essential part of nurse education programs. Numerous approaches to clinical education and student supervision exist. The aim of this integrative review was to explore how studies have compared or contrasted different models of undergraduate nurse clinical education. A search of eight databases was undertaken to identify peer-reviewed literature published between 2006 and 2015. Eighteen studies met the inclusion criteria. A diverse range of methodologies and data collection methods were represented, which primarily explored student experiences or perceptions. The main models of undergraduate nurse clinical education identified were: traditional or clinical facilitator model; the preceptorship or mentoring model; and the collaborative education unit model in addition to several novel alternatives. Various limitations and strengths were identified for each model with no single optimal model evident. Thematic synthesis identified four common elements across the models: the centrality of relationships; the need for consistency and continuity; the potential for variety of models; and the viability/sustainability of the model. The results indicate that effective implementation and key elements within a model may be more important than the overarching concept of any given model. Further research is warranted to achieve an agreed taxonomy and relate model elements to professional competence.

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National survey of clinical placement settings across Canada for nursing and other healthcare professions—who's using what?

Cited by 22 publications

References 10 publications

Clinical Placements in Mental Health: A Literature Review

Clinical Placements in Mental Health: A Literature Review

Undergraduate students' perspectives on pursuing a career in mental health nursing following practicum experience

In pursuit of an optimal model of undergraduate nurse clinical education: An integrative review

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