Support groups for nursing students in psychiatric rotation.

Abstract

The content and process of a support group for undergraduate nursing students in clinical rotation in an inpatient psychiatric setting is presented and analyzed. This analysis provides the basis for a discussion on the potential of integrating experiential learning about groups into undergraduate nursing curricula. It is argued that such curriculum change will allow student nurses to establish a personal practice-oriented knowledge base about group processes and about their own patterns of group participation. It is also asserted that this knowledge will prepare them to build group programs into their clinical practice. Finally, it is argued that the group participation itself serves also an immediate function in that it provides student nurses to emotionally deal with the psychological demands of nursing practice.