Mental Health Of Nursing Students Research Articles

Religion, assessment and the problem of 'normative uncertainty' for mental health student nurses: a critical incident-informed qualitative interview study.

There is limited research around how mental health (MH) student nurses interpret and differentiate between people's religious and cultural beliefs and the existence of psychopathological symptomatology and experiences. Here we focus on one cultural issue that arose from research exploring how MH student nurses approach and interpret religion and culture in their practice - that is, the difficulties in determining the clinical significance of the religious beliefs and experiences expressed by the people they care for. While problems with establishing the cultural boundaries of normality in clinical assessments are an important area of debate in cultural psychiatry, it remains a peripheral issue in MH nurse education. An anthropologically informed qualitative research design underpinned 'critical incident' (CI)-focused ethnographic interviews with 36 second and third-year MH nursing field students and seven undergraduate MH branch lecturers. Follow up focus groups were also carried out. Interview transcripts were subject to thematic analysis. Four subthemes were identified under the broad theme of the clinical significance of religious-type expression and experience: (1) identifying the difference between delusions and religious belief; (2) identifying whether an experience was hallucination or religious experience; (3) the clinical implications of such challenges; and (4) applying religion-specific knowledge. There are clinical implications that may result from the difficulties with assessing the clinical significance of religious beliefs and experiences, identified in both our research and within international cultural psychiatry literature and research. Misinterpretation and therefore wrongly assessing someone's experience as pathological is a significant concern. It is suggested that CI analysis could be adapted to help nurses, nursing students and nurse educators recognize the religious dimensions of mental distress, particularly those that then potentially impact upon the accuracy and person centeredness of clinical assessment. Further research is proposed to investigate the clinical assessment and training needs of nurses in the area of religion and mental distress.

Positive psychological qualities of nursing students during clinical practice and influencing factors analysis

Objective To explore the positive psychological qualities of nursing students during clinical practice, and analyze its influencing factors , to provide a theoretical basis for improving the positive psychological quality level of nursing students .Methods Totals of 232 nursing students were enrolled in this study, and investigated with a related demographic information questionnaire and Positive Psychological Qualities Questionnaire.SPSS 17.0 statistical software was used to analyze the data .Results These nursing students got the highest score in the dimension of interpersonal relationship , followed by transcendence , justice, temperance, cognition, and emotion.The score of emotion, interpersonal relationship and transcendence were （ 3.24 ± 0.66）, （3.62 ±0.52） and （3.52 ±0.48）, respectively, which were significantly lower than the norm of college students （t=-8.54, -2.45, -3.61, respectively;P<0.05）.There were several factors influencing nursing students ’ positive psychological qualities , such as parents ’ education , communication with tutors , relationship with other students , motivation of choosing nursing major , character , recognition of tutors and patients, academic performance and tutors ’ attention.Conclusions Nursing students who are undergoing clinical practice have lower level of positive psychological quality than Chinese college students , and it is affected by different factors .Therefore the clinical nursing educators should take effective measures to improve nursing students ’ positive psychological qualities and promote their physical and mental health of nursing students . Key words: Students,nursing; Clinical practice; Positive psychological qualities; Influencing factors

Do mental health nurse lecturers ‘walk the talk’, as well as ‘talk the talk’?

The traditional paradigm in mental health nursing has been undergoing significant challenge in recent times. The influence of recovery is gaining momentum in practice and in the theoretical preparation for practice. Therapeutic relationships have long been considered the cornerstone of mental health nursing practice and they continue to be central in recovery. This article outlines and justifies the need for mental health nurse lecturers to reflect on and review the role of the relationships they develop with students. This is to help optimise the university preparation of student mental health nurses in recovery focused practice. Working together across different university sites can further enhance this process.

Student nurse experiences of the physical health and wellbeing of recovery patients

This study aimed to explore final-year mental health student nurses’ experiences of caring for the physical health and wellbeing of recovery patients. It examines what participants’ perceptions are of what they are taught and how they are prepared in university in relation to physical healthcare needs of recovery patients. One-to-one semi-structured interviews with seven final-year mental health-nursing students were conducted. The general consensus of the participants appeared to be that there is a need for more robust health promotion activity around physical health in mental health settings.

Teaching age and discrimination: A life course perspective

Age discrimination in health and social care is a universal issue with significant potential ramifications for practice, and one which should be explicitly addressed in health and social care pre-registration education. However, developing teaching and learning strategies to effectively address this subject is complex given that implicit/indirect discrimination based upon tacit beliefs and assumptions, is problematic and difficult to tackle.This paper discusses the importance of teaching age and discrimination to student nurses in the context of the development of a novel approach to this aspect of education from a life course perspective. This discussion is based personal and professional reflections of the authors on the delivery of the teaching session over a number of years with approximately 500 student mental health nurses to date. The emerging themes of this are reported here and their implications for education and practice discussed.Exploring age and discrimination in relation to children and young people and older people in particular has enabled student nurses to explore the concept as one which requires critical reflection. This promotes awareness of usually unexamined personal attitudes in relation to age in order to enhance the potential for good experiences of health services for all people in need of them.

Student nurses’ experiences of support in relation to suicide or suicidal behaviours of mental health patients: an exploratory study

PurposeObservations have been made that mental health students receive very little support following observing patients displaying suicidal behaviour. The purpose of this paper is to conduct a small‐scale empirical study to investigate this issue further.Design/methodology/approachThe approach used in this study is phenomenological. Qualitative data were obtained through semi‐structured interviews consisting of a range of questions asking mental health student nurses about their experiences of support in practice. The data are analysed using thematic analysis.FindingsAs well as issues relating to the support of mental health student nurses in practice, there are many ethical issues raised in this paper. These include student responsibilities while in placement areas; students as having a supernumerary status; and the inclusion of students in supervision and debriefing sessions following traumatic incidents.Research limitations/implicationsThis small‐scale exploratory study was conducted with a small number of students in one University. However, the study provides a strong starting point for further research on the support students receive during their mental health nurse training.Originality/valueThis paper makes some recommendations on ways to improve the support of students in practice, including maintaining and supporting the role of Practice Experience Managers who spend a considerable amount of time in placement areas interacting with students and feeding back relevant practice concerns to University staff.

Simulation: A shared learning experience for child and mental health pre-registration nursing students

Learning through the use of simulation is perceived as an innovative means to help manage some of the contemporary challenges for pre-registration nurse education. Mental health and child nurses need to have the knowledge and skills to effectively address the holistic needs of service users. This article reports on a pilot simulated learning experience that was designed with key stakeholders for pre-registration child and mental health nursing students. This involved young actors playing the role of someone who had self-harmed to help students develop their skills for working with young people who experience emotional distress. Focus groups and a questionnaire were used to evaluate the pilot. Students valued the practical approach that simulation entailed and identified the benefits of the shared learning experience across the different fields of practice of nursing. However, some students reported anxiety performing in front of peers and indicated they would perform differently in practice. The pilot identified simulation as a potentially useful approach to help child and mental health student nurses develop skills for caring for young people. However, there is a need for caution in the claims to be made regarding the impact of simulation to address gaps in nursing skills.

Personal change amongst mental health nursing students: A longitudinal study

Studies into the socialisation of nursing students have tended to concentrate on entrant's reactions to work and on the development of knowledge and skills in relation to a particular occupational culture. However, the extent and manner of personal and psychological changes experienced by mental health nursing students during occupational socialisation have yet to be thoroughly addressed in the literature. To explore the psychological and personal changes of student mental health nurses over the first 2 years of their pre-registration mental health nursing programme. Students from 2 mental health nursing cohorts at a London university were invited to participate. A semi-structured interview was used and the participants were asked to talk openly about their experiences. Ethics approval and informed consent was sought and obtained. 20 students were selected at random and invited to be interviewed on 5 occasions over a 2 year period at roughly 6 month intervals. A total of 72 interviews were conducted. Interviews were tape recorded and verbatim transcribed for quantitative and qualitative content analyses. Participants described moving from feeling uncertain, to increasing awareness and understanding of self and others, and, ultimately, feeling more accomplished in relation to their occupational world. This study has highlighted the need for supporting students in developing their confidence and perceptions of self-efficacy and of recognising individual differences in student's responses to uncertainty.

Nurses and mental health: breaking down the barriers

Agyness Daylan is approaching the end of her nursing diploma, and is about to start a new job on an intensive care unit. She discusses the relationship between mental health disorders and student nurses following a recent publication by The Royal College of Psychiatrists, and explores the stigma surrounding mental health disorders in NHS staff.

Problem based learning in mental health nursing: The students' experience

Problem based learning (PBL) is well established within the field of health-care education for professionals worldwide, although little has been done to explore the experiences of students undertaking a PBL course in mental health nursing. Without firm evidence of the benefits of PBL, educationalists in mental health might be reluctant to view it as an option in curricula design. This U.K. study examined the experiences of pre-registration post-graduate mental health student nurses undertaking a 2-year educational course in which all teaching and assessment followed a PBL philosophy. Focus groups were used throughout the course to elicit in-depth qualitative data that was analysed by applying a constant comparative method. The analysis of the data uncovered the following broad themes: 'moves to autonomy, 'surviving the groups' and 'the impact of PBL'. The findings show that participants had mainly positive experiences and gained a range of study and interpersonal skills central to mental health nursing. Participants described initial anxieties resulting from engagement in PBL. However, they increasingly gained confidence in this approach, exercising increasing control over the PBL process. Despite this increased autonomy, participants continued to value the input of skilled facilitators. A recurring issue centred on the potential for interpersonal conflict within the student group and its impact on their learning. It is suggested that more research is needed examining the use of PBL in mental health nursing.

Attitudes of qualified vs. student mental health nurses towards an individual diagnosed with schizophrenia

This paper is the report of a study which sought to compare the attitudes held by student and qualified mental health nurses towards individuals with schizophrenia in the Republic of Ireland. Media portrayals of individuals with schizophrenia often include images of aggression and violence. With global initiatives aimed at reducing the stigma and exclusion associated with mental illness, the attitudes of those who care for people with schizophrenia are of particular interest. A survey was administered to 66 student mental health nurses, and 121 qualified mental health nurses. Participants completed the community attitudes to mental illness scale and the social interaction scale in 2009. Multivariate analysis of variance was used to test for the effects of qualification, work setting, years of experience and education on the measures. Nurses employed in a community setting held more positive attitudes, when compared with colleagues who worked in an inpatient setting, as measured by the community mental health ideology subscale, indicating their desire to promote community care for individuals with schizophrenia. Nurses working in an inpatient setting held more socially restrictive attitudes indicating that they felt individuals with schizophrenia were dangerous and should be avoided. These findings were statistically significant at the P < 0·05 level. Mental health nurses must be alerted to the fact that holding negative attitudes may adversely affect the therapeutic relationship and ultimately lead to stigmatization and its negative consequences.

Bridging the theory‐practice gap in student nurse training: an evaluation of a personal and professional development programme

A key challenge facing pre‐registration nurse educators is to turn out students who are fit for practice by the end of their training (United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1999). This includes developing their understanding of professionalism (Department of Health, 2003; Nursing and Midwifery Council, 2004; 2007). This paper provides an evaluation of a special personal and professional development scheme for mental health student nurses implemented to improve the learning and development process. The scheme required that in addition to individual meetings with personal tutors, students would meet in small groups of 12‐15, every six weeks, facilitated by their personal tutor and a clinician. The meetings provided a space for students to discuss nursing topics, their clinical experiences and performance to improve their understanding of professional standards in their role transition.The outcome was that over 80% of the respondents were satisfied with the structure, facilitation methods, contents, group size and the time allocated for the meetings. They also reported an increase in knowledge and level of understanding, awareness of professional expectations, making better theory‐practice links of learning and becoming more self‐aware. The authors suggest that nurse training departments should collaborate with their clinical partners and adopt a similar framework to help bridge the theory‐practice gap and enhance the transition process from student to qualified practitioner.

Survey on mental health of nursing students in the later-stage of clinical practice

Objective To assess the mental health of nursing students in the later-stage of clinical practice. Methods Questionnaires of SCL-90 were used. We investigated one hundred and six nursing students in the later-stage of their clinical practice. Results The scores of SCL-90 factorssuch as interpersonal sensitivity, obsessive-compulsive, depression and anxiety were higher than the norm (P ＜ 0.01). Conclusions We should pay more attention to the mental health of nursing students in the later-stage of their clinical practice and appropriate education and management should be provided to improve the mental health of nursing students. Key words: Students,nursing; Clinical practice; Mental health; SCL-90

Developing a service user designed tool for the assessment of student mental health nurses in practice: A collaborative process

In this article we describe and critically analyse the process of developing an assessment tool designed by users of mental health services to assess student nurses in practice. The developmental process raised a number of complex and unexpected issues. The findings suggest that rather than "assess" student nurses in practice, service users should have a role in reviewing student's practice. Whilst there was a consensus amongst stake-holders that engaging in this feedback process is beneficial to both the student and service user, it is the manner in which it is sought which requires further investigation.

How did I do? An analysis of service user feedback on mental health student nurses' practice in acute inpatient mental health placements

Mental health service user involvement in education has gained momentum and prominence over the past decade, but service user involvement in the assessment of students' practice remains underdeveloped. This paper reports findings from a qualitative analysis of documentary data that captured service users' feedback to mental health student nurses about their practice. Third year mental health nursing students in acute inpatient placements were required to elicit, record and reflect on the feedback that service users gave them about their practice.One hundred and eighty eight accounts of this feedback were analysed and findings are presented in terms of the methods that students used to gain feedback and the issues that emerged from this. The analysis also explored the role that students appear to play in care delivery and what aspects of their role service users most valued. The impact that the feedback had on the students' learning and practice is examined and discussed in relation to future opportunities for, and likely barriers to, continued service user involvement in assessing students' practice.

Public Health Intervention Model: Impact on Australian Community and Mental Health Nursing Students' Practice

Recent Australian health care reform in all jurisdictions of government, have attempted to address the need to curtail the burden of chronic disease by adopting and or referring to a primary health care (PHC) approach. In this way, community health nurses are challenged to demonstrate their understanding and capacity to practice according to primary health care principles. Evaluated in this paper is the impact a community health nursing curriculum adaptation of the Public Health Intervention Model (PHIM) has had on students' understanding and application of PHC to community nursing practice. A thematic analysis was utilized to review student assessment tasks. Generated themes support the PHIM adaptation, as a means to facilitate students' cognitive learning of community nursing practice interventions 'greater than treating the wound', and thus this model is particularly pertinent to future Bachelor of Nursing curriculum development and Australian Community Health Nursing.

Study on design of nursing occupational safety and health curriculum

Objective To design nursing occupational safety and health curriculum reasonably.Methods With a semi-structured interview outline,focus group interviews among eight clinical nursing and nursing education specialists were conducted to develop the occupational safety and health curriculum design.Results It was important to set up nursing occupational safety and health curriculum.The main object,contents,teaching and evaluation methods were identified.Conclusions Occupational safety and health curriculum can be involved in nursing curriculum system to reduce occupational hazards and maintain physical and mental health of nursing students. Key words: Focus interview; Nursing; Occupational safety and health; Curriculum design

Electroconvulsive therapy: a comparison of knowledge and attitudes of student nurses and staff mental health nurses at a psychiatric hospital in Nigeria

Electroconvulsive therapy (ECT) is effective in the treatment of some psychiatric disorders. Among other reasons, service users may refuse ECT when indicated due to myth and little or lack of knowledge about the procedure. The knowledge of and attitude towards ECT among nurses may reflect on patients and influence treatment choice. Previous studies, conducted in developed countries have explored knowledge and attitudes towards ECT among nurses, but none have been conducted in this part of the world. The following article compares the knowledge of and attitude towards ECT among student and staff mental health nurses at a psychiatric hospital in Nigeria. A cross sectional survey of 135 student nurses and staff mental health nurses showed that knowledge and attitude scores were more positive among staff mental health nurses compared with student mental health nurses. Additional years of experience correlated with better knowledge and positive attitudes among staff mental health nurses. Overall, the majority of the respondents felt that ECT was beneficial to patients, was overused and required guidelines for its practice in this country.

The practice assessment of student nurses by people who use mental health services

This paper reports on a participatory action research project focusing upon service-user involvement in the assessment of student mental health nurses in practice. The principle of student nurses being assessed by service-users was found to be desirable in theory. However, its implementation proved to be fraught with difficulty especially with regard to the concerns about increased workload and feelings of vulnerability amongst students. It is recommended that the model of assessment should be adjusted to that of review and that a program of service-users reviewing student nurses on placement be implemented and evaluated.

Mental health nursing students' experience of stress: burdened by a heavy load

This paper reports research outcomes of a study into personal stress experienced by mental health student nurses undertaking a diploma programme in Ireland. It uses a phenomenological research approach. The sample was purposive and involved in-depth interviews with six students. The purpose of the study was to contribute to the knowledge of the impact of personal life stressors. Findings from this study focus on the following themes: event, meaning, effects, ability to move beyond the stress, influence on life and constraints and demands. Key points arising are that the stress experience does impact students' internal and external worlds, potentially lessening functioning and inhibiting growth and development. This paper presents student narratives that offer insights into their inner worlds, providing true accounts of the essence of stress for them. This knowledge has implications for lecturers, personal tutors, nurse educationalists and nursing curricula, highlighting need for more proactive approaches to the provision of guidance on professional support for students and staff. Insights derived from this study are relevant not only to mental health nurse education but also to academic staff delivering professional education programmes to healthcare practitioners in a variety of settings.