Abstract:Nursing students must be prepared to provide nursing care regardless of the patient's illness. This requires that nursing education, including clinical placements, strengthen knowledge and skills in mental health nursing. The aim of this qualitative study was to describe 15 preceptors' expectations of nursing students' preparedness before they entered the psychiatric field. Data was collected with focus group interviews and analysed using conventional content analysis. The findings show that preceptors are con… Show more
“…Preceptors are concerned about students’ willingness and ability to work in the mental health setting (Kirkbakk‐Fjær et al . ). Participants reported that students’ personal beliefs or lack of knowledge often resulted in negative views of mental health nursing.…”
Section: Resultsmentioning
confidence: 97%
“…Students might be able to better prepare for and improve their confidence by visiting the site before commencing their placement, while educators should assess their personal attitudes and maturity ahead of the placement (Kirkbakk‐Fjær et al . ).Perhaps they need to come and have a few visits and see how the psych ward actually runs … so that that fear is not there about, “Oh my god, I'm going to be killed, I'm going to a psych unit for a period of time.”…”
Section: Resultsmentioning
confidence: 97%
“…Earlier exposure to mental health nursing was needed for students to understand and approach mental health nursing in a more informed and confident manner (Kirkbakk‐Fjær et al . ). The limited amount of time given to mental health nursing over the students’ course of study was identified as a challenge.…”
Section: Resultsmentioning
confidence: 97%
“…To maximize the learning experience, negative views or anxiety about mental health nursing should be addressed before the placement commences (Kirkbakk‐Fjær et al . ). The learning objectives of educators, preceptors, and student perspectives should also be clear.…”
Section: Discussionmentioning
confidence: 97%
“…; Kirkbakk‐Fjær et al . ). However, those who experience a positive clinical placement are more likely to enter the field of mental health nursing (Harrison et al .…”
Supervised clinical practice is an essential component of undergraduate nursing students' learning and development. In the mental health setting, nursing students traditionally undertake four-week block placements. An integrated clinical learning model, where preceptors mentor students on an individual basis, has been used successfully in the clinical learning environment. This flexible model provides the opportunity for students to work across morning, afternoon, night and weekend shifts. There is a need to improve the evidence base for a flexible model for students undertaking a mental health placement. The aim of this study was to understand preceptors' experience of, and satisfaction with, a mental health integrated clinical learning model. Focus groups were used to elicit the views of preceptors from a mental health service. Findings highlight the advantages and disadvantages of an integrated clinical learning model in the mental health setting. Participants suggested that students may benefit from flexible work arrangements, a variety of experiences and a more realistic experience of working in a mental health service. However, they found it challenging to mentor and evaluate students under this model. Most also agreed that the model impeded students' ability to engage with consumers and develop rapport with staff. The findings indicate the need to develop a placement model that meets the unique needs of the mental health setting.
“…Preceptors are concerned about students’ willingness and ability to work in the mental health setting (Kirkbakk‐Fjær et al . ). Participants reported that students’ personal beliefs or lack of knowledge often resulted in negative views of mental health nursing.…”
Section: Resultsmentioning
confidence: 97%
“…Students might be able to better prepare for and improve their confidence by visiting the site before commencing their placement, while educators should assess their personal attitudes and maturity ahead of the placement (Kirkbakk‐Fjær et al . ).Perhaps they need to come and have a few visits and see how the psych ward actually runs … so that that fear is not there about, “Oh my god, I'm going to be killed, I'm going to a psych unit for a period of time.”…”
Section: Resultsmentioning
confidence: 97%
“…Earlier exposure to mental health nursing was needed for students to understand and approach mental health nursing in a more informed and confident manner (Kirkbakk‐Fjær et al . ). The limited amount of time given to mental health nursing over the students’ course of study was identified as a challenge.…”
Section: Resultsmentioning
confidence: 97%
“…To maximize the learning experience, negative views or anxiety about mental health nursing should be addressed before the placement commences (Kirkbakk‐Fjær et al . ). The learning objectives of educators, preceptors, and student perspectives should also be clear.…”
Section: Discussionmentioning
confidence: 97%
“…; Kirkbakk‐Fjær et al . ). However, those who experience a positive clinical placement are more likely to enter the field of mental health nursing (Harrison et al .…”
Supervised clinical practice is an essential component of undergraduate nursing students' learning and development. In the mental health setting, nursing students traditionally undertake four-week block placements. An integrated clinical learning model, where preceptors mentor students on an individual basis, has been used successfully in the clinical learning environment. This flexible model provides the opportunity for students to work across morning, afternoon, night and weekend shifts. There is a need to improve the evidence base for a flexible model for students undertaking a mental health placement. The aim of this study was to understand preceptors' experience of, and satisfaction with, a mental health integrated clinical learning model. Focus groups were used to elicit the views of preceptors from a mental health service. Findings highlight the advantages and disadvantages of an integrated clinical learning model in the mental health setting. Participants suggested that students may benefit from flexible work arrangements, a variety of experiences and a more realistic experience of working in a mental health service. However, they found it challenging to mentor and evaluate students under this model. Most also agreed that the model impeded students' ability to engage with consumers and develop rapport with staff. The findings indicate the need to develop a placement model that meets the unique needs of the mental health setting.
There is a lack of documentation about how nursing students evaluate the debriefing phase in simulation in mental health nursing. The aim of this quantitative study was to describe nursing students' experiences of the debriefing phase after low-fidelity simulation activities in mental health nursing, and to investigate whether background data influence their experience. Data were collected using the "Debriefing Experience Scale" and analysed with descriptive and comparative tests. Students with more than 1 year's clinical praxis experienced significantly that debriefing helped them to clarify problems of communication when encountering persons suffering from psychosis compared to students who had less than 1 year of clinical praxis.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
