Psychiatric patients’ perspectives of student involvement in their care

Abstract

BackgroundIn the education of professionals in psychiatry, one challenge is to provide clinical placements with opportunities for students to interact and have direct contact with patients. The aim of this study was to explore Swedish psychiatric patients’ perspectives on student participation in their care.MethodIn a cross-sectional survey design, 655 adult psychiatric patients at a university hospital completed questionnaires. These questionnaires included statements about student involvement, student gender, attitudes towards student participation as well as two open-ended questions. Data were analyzed quantitatively and qualitatively.ResultsThe majority of the patients were comfortable with student participation. There were no differences between patients in wards compared to outpatients but patients who previously had students involved in their care reported higher comfort levels and a more positive attitude. Female patients were less comfortable with male students and very young students. Patients stressed the importance of being informed about the opportunity to refuse student participation. More detailed information given before the consultation as well as the importance of the student showing a professional attitude was conditions that could enable more patients to endorse student participation.ConclusionThe psychiatric patients’ overall positive attitudes are in line with previous findings from other specialties and countries. The results support both altruistic motives and experience of personal gains by student involvement. More detailed information given beforehand would enable more patients to consider student participation.

Teaching undergraduate nursing in mental health as allied to the consolidation of the Psychiatric Reform movement

“…These attitudes served as incentives for older nurses in the mental health service to develop other possibilities of care, mainly focused on therapeutic relationship and communication. 18,19 This finding is consistent with the reality of Volta Redonda, in which the integration of teaching -university -and work (CAPS) was understood as beneficial for all those involved, since it required a practice consistent with the proposal of a CAPS and critical and reflective thinking for quality, non-fragmented Mental Health Care.…”

“…18 It is worth highlighting that the student's approach to the new care model in mental health services was also seen as comfortable and positive according to a study carried out in Sweden. 19 In addition to this positive view, interdisciplinary exchange, through the multiprofessional team, is important for Teaching Nursing in Mental Health Martins GCS, Peres MAA, Santos TCF, Queirós PJP, Paiva CF, Almeida Filho AJ the teaching-learning process of students in mental health to provide quality care, in addition to being in line with the proposal of the DCN of 2001, mainly with the provision in its Article 14. 6,19 As far as stigmatization is concerned, a study conducted in the United States showed that the inclusion of students in services made the prejudice lessened and the availability for care free of pre-judgments increased.…”

“…19 In addition to this positive view, interdisciplinary exchange, through the multiprofessional team, is important for Teaching Nursing in Mental Health Martins GCS, Peres MAA, Santos TCF, Queirós PJP, Paiva CF, Almeida Filho AJ the teaching-learning process of students in mental health to provide quality care, in addition to being in line with the proposal of the DCN of 2001, mainly with the provision in its Article 14. 6,19 As far as stigmatization is concerned, a study conducted in the United States showed that the inclusion of students in services made the prejudice lessened and the availability for care free of pre-judgments increased. 19 In addition, it was verified that, with the presence of students cases were more discussed, care was planned in a more holistic way and new possibilities were sought to cope with problems of daily service.…”

“…6,19 As far as stigmatization is concerned, a study conducted in the United States showed that the inclusion of students in services made the prejudice lessened and the availability for care free of pre-judgments increased. 19 In addition, it was verified that, with the presence of students cases were more discussed, care was planned in a more holistic way and new possibilities were sought to cope with problems of daily service. These attitudes served as incentives for older nurses in the mental health service to develop other possibilities of care, mainly focused on therapeutic relationship and communication.…”

“…In addition, other national and international studies have evidenced variables that have a decisive influence on the choice of Nursing undergraduate allocation in the labor market, such as: theoretical contribution; teaching support; approximation with users of the services with the possibility of providing assistance; the interaction between the service team; and the coherence between the ideal to be practiced and the reality found in practice. 6, [18][19][20][21] A study carried out in the United Kingdom and Australia, pointed out that the choice of Nursing undergraduate students for mental health can be directly related with the experiences of care promoted during undergraduation, that is, still as trainees. 22 Thus, this study points out that, in Brazil, the same affirmative is applied based on research presented in this article.…”