The first clinical practice experiences of psychiatric nursing students: A phenomenological study

Demir, Satı; Ercan, Feride

doi:10.1016/j.nedt.2017.11.019

Cited by 51 publications

(36 citation statements)

References 29 publications

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“…Psychiatric settings differ from somatic settings. 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).…”

Section: Backg Rou N Dmentioning

confidence: 99%

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

Vuckovic

Landgren

2020

Nursing Open

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Aim To describe the experiences of peer learning in psychiatric inpatient settings during clinical placement of undergraduate nursing students and to highlight the possibility for peer learning in psychiatric outpatient settings. Design A qualitative inductive design. Method Questionnaires with 14 students and 12 preceptors in inpatient and outpatient care and interviews with one student and one preceptor in outpatient care were analysed with content analysis. Results Students and preceptors perceived learning benefits with peer learning. They described how learning increased through exchange of knowledge and how collaboration created security and independence, structured learning activities were appreciated as a learning tool. Incompatibility of students was an issue that could be overcome. Peer learning was perceived to contribute to a secure learning atmosphere, increased self‐confidence and to provide a deeper understanding of psychiatric nursing. Peer learning was described as promoting discussion and reflection on practice and preparing nursing students for their future profession.

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Section: Backg Rou N Dmentioning

confidence: 99%

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

Vuckovic

Landgren

2020

Nursing Open

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“…Growth refers to student self-development while providing nursing care and is a unique outcome of clinical practice in psychiatric nursing. The theme of growth was also found in other studies on the forms of maturation and personal development [8,13,14]. Ultimately, students experienced growth during their first clinical practice in psychiatric nursing, and provided them with an opportunity to further improve as a nursing care provider.…”

Section: Growthmentioning

confidence: 54%

“…The results of this study indicate that, despite the periodical changes, nursing students' early experiences with mental illnesses or mental hospitals did not seem to change. Given past studies that have found theoretical education insufficient to eliminate the stigma of mental illnesses before or after clinical practice [14], the education curriculum should be tailored to provide sufficient information on the psychiatric patients and the therapeutic environment before the clinical practice. The emotional burdens of nursing students can be alleviated through proper education on the therapeutic relationship and communication in practical psychiatric nursing situations.…”

Section: Emotional Fluctuationmentioning

confidence: 99%

“…Breaking prejudices through understanding mental illnesses and their patients was a major theme in other studies [13,14]. To alleviate the prejudices toward mental illnesses, there should be education and re-education to establish an appropriate awareness and attitude towards those with mental illnesses [20].…”

Section: Transformationmentioning

confidence: 99%

“…Nursing students from Saudi Arabia and Iran experience fear and anxiety initially, resulting from a lack of knowledge and experience and from negative attitudes towards mental illnesses [7,8]. In Turkey, communication plays an important role in treating mental illnesses and clinical practice in psychiatric nursing helps to improve interpersonal relationships [14]. Such research suggests that psychiatric clinical practice helps nursing students change their behaviors and attitudes towards mental illnesses and develop a better understanding of themselves and others.…”

Section: Introductionmentioning

confidence: 99%

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Korean Nursing Students’ First Experiences of Clinical Practice in Psychiatric Nursing: A Phenomenological Study

2020

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Nursing students have a more negative attitude toward psychiatric practice than other practices. In particular, Korean nursing students experience increased pressure during clinical practice in psychiatric nursing due to sociocultural and institutional influences, such as prejudices, fear, and anxiety towards mental illnesses. This study aimed to conduct an investigation on students’ first experiences of clinical practice in psychiatric nursing. Participants were 12 fourth year nursing students in South Korea. The data were collected through semi-structured interviews, and data analysis was done using Colaizzi’s phenomenological method. The students’ experiences of clinical practice in psychiatric nursing could be categorized into emotional fluctuation, burnout, transformation, and growth. The results of this study show that nursing students experienced emotional fluctuation and burnout at the beginning of their clinical practice in psychiatric nursing. At the end of the clinical practice, they experienced transformation and growth. The study suggests that nursing instructors and on-site staff need to interact with nursing students to understand the nature of these first experiences and support them through teaching and field guidance.

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Parenting among mothers exposed to ongoing military conflict in childhood: An exploratory study

2019

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Mothers living in areas exposed to ongoing military conflict are at higher risk for psychological difficulties, such as posttraumatic stress disorder, than those not living in such areas. The aim of this two‐part exploratory study was twofold. The first aim was to examine differences between mothers who grew up under ongoing military conflict in childhood and mothers who did not grow up in affected areas in terms of their levels of differentiation of self and parental self‐efficacy (PSE). The second aim was to identify and describe the parenting experiences of mothers who were exposed to military conflict in childhood. In Part 1 of the study, the sample included 120 mothers (half of whom reported on being exposed to ongoing military conflict in childhood). Findings showed that mothers exposed to ongoing military conflict in childhood reported lower levels of differentiation of self and PSE than their counterparts. In Part 2, 10 mothers who were exposed to ongoing military conflict as children were interviewed about their experience as parents and their PSE. Results indicated that the mothers felt their childhood experiences affected their parenting and PSE negatively, resulting in anxiety, difficulty dealing with stress and sometimes posttraumatic symptoms as well as parental patterns of overprotectiveness, separation anxiety and intergenerational transmission of anxiety. The results highlight the consequences of exposure to ongoing military conflict during childhood on levels of differentiation of self and parenting practices.

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The first clinical practice experiences of psychiatric nursing students: A phenomenological study

Cited by 51 publications

References 29 publications

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

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

Korean Nursing Students’ First Experiences of Clinical Practice in Psychiatric Nursing: A Phenomenological Study

Parenting among mothers exposed to ongoing military conflict in childhood: An exploratory study

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