‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

Abstract

Working with medication is an important role of the mental health nurse. However, little research has focused on staff nurses’ perspectives on where the responsibility lies for preparing student nurses for safe, competent medication management. This study investigated mental health nurses’ perspectives on medication education. An interpretive descriptive approach was used. Two focus groups were conducted, and data were analysed using inductive content analysis. It was found that participants embraced a medical approach to servicer user care, with less positive attitudes demonstrated towards psychosocial approaches. There were also tensions expressed between clinical practice and the university, with uncertainty voiced about whose responsibility it was to educate students about medication management. It is important that both environments complement each other in order to enhance the student nurse educational experience. While mental health nurses should be educated in this area to practice in a safe and competent manner, it is also key that a holistic approach to care is considered.

“Stuck between a Rock and a Hard Place”: How Mental Health Nurses’ Experience Psychosocial interventions in Irish Mental Health Care Settings

“…Particularly, MHNs working in the inpatient setting position themselves closely with the biomedical model, suggesting that medication is still very much the focus and that there is a culture of over‐reliance on medication prescribed by psychiatrists. This finding concurs with a recent study that showed that MHNs still have a preference for a medical approach to care delivery (Goodwin et al., 2020). Thus, this impacts negatively on how MHNs’ offer PSI.…”

“I thought it would just be, like, older men in white coats”: A qualitative exploration of first encounters with mental health services

“…Member checking was not used, as responses by participants can be considered to constitute new data. Instead, throughout each interview, clarification probes were used to ensure that a comprehensive summary of perspectives was obtained (Goodwin et al, 2020). A traditional pen-and-paper approach was employed, i.e., data analysis software was not used.…”

‘It's good to have the knowledge and the confidence’: Mental health student nurses' views of a medication workshop

“…The design of the workshop, using a variety of skilled tutors and incorporating a multitude of interactive teaching strategies, such as simulation, provided a suitable pedagogical approach to address the theorypractice gap, something which presents an ongoing challenge for nurse education (Goodwin et al 2019b).…”

“…The design of the workshop, using a variety of skilled tutors and incorporating a multitude of interactive teaching strategies, such as simulation, provided a suitable pedagogical approach to address the theory–practice gap, something which presents an ongoing challenge for nurse education (Goodwin et al. 2019b). Here, the use of clinically based nurses using clinical equipment to deliver content on IM medications, an interactive/participatory approach, student presentations, and testing knowledge through a final informal exam were all considered by the students to be favourable approaches.…”

“…Traditionally, this process has been achieved by combining theoretical knowledge delivered in academic settings and real‐world learning in the clinical environment (Coyne et al., 2013). Whilst it is accepted that learning though experience is critical (Mollart et al., 2021; Palominos et al., 2019) and as such, clinical placements are essential learning environments to gain knowledge and skills (Betts, 2016), there remains a gap between theory and practice (Goodwin et al., 2019b; Murray et al., 2019) and a recognition that greater collaboration is needed between academic and clinical settings to strengthen students' skills and knowledge as they progress towards registration (Goodwin et al., 2019a; Musafifi & Daniels, 2020).…”