Learning experiences of seconded pre-registration nursing students

AIM: To explore the academic learning experiences of seconded students in a pre-registration adult nursing programme. METHOD: Academic learning experiences were examined using a self-report questionnaire which was distributed to 29 students. Twenty seven responses were received and were assessed in terms of: peer support; shared knowledge, life experiences and levels of understanding; motivation; and peer learning. FINDINGS: Seconded students perceived a variety of benefits from being part of a discrete group organised specifically for them. They valued the support of peers, and shared existing knowledge and skills to help each other to learn. CONCLUSION: Seconded students may benefit from being taught in segregated groups. The students developed a strong learner identity and had different needs to their non-seconded peers. More work is required to explore the specific learning needs of seconded students, particularly during the common foundation element of the programme.     

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.     

Implementing reflection: insights from pre-registration mental health students

Reflection and reflective practice continues to be contentious issues in nursing. The focus of this article is the use of reflection by pre-registration mental health students. The broad aim of this preliminary study was to discover student mental health nurses' perceptions of reflection as a learning strategy during clinical placement. Using a constructivist grounded theory methodology [Charmaz, K., 2000. Grounded theory: Objectivist and Constructivist Methods. In: Denzin, N., Lincoln, Y. (Eds.), Handbook of Qualitative Research, second ed. Sage, Thousand Oaks, California], five students were interviewed individually in their clinical placements. Data analysis revealed three major categories: understanding the process of reflection, using reflection in clinical practice, and needing support and guidance. Findings indicated that students were primarily using reflection-on-action, but to varying extents. Overall, students felt that reflection facilitated their learning. Factors were discovered that both helped and hindered students' use of reflection. These included level of preparation to reflect, a limited culture of reflection and the level of support from preceptors, clinical staff, clinical placement co-ordinators, and lecturers. In conclusion, it appears that a collaborative approach between students, Health Service Providers and institutes of nursing is vital for the successful development and implementation of reflective learning strategies in clinical placement. Suggestions are made as to how a collaborative approach may be developed to enhance this process.     

Group clinical supervision in pre-registration nurse training: the views of mental health nursing students

In 1994 the Department of Health recommended that nurses be introduced to the process of clinical supervision during pre-registration training. In response to this recommendation, the now defunct English National Board (ENB) stated that: "It will be a requirement that all students of pre-registration nursing programmes receive preparation in what to expect from clinical supervision" (ENB, 1995, p. 4). Despite the fact that no further guidance was issued there is an emerging body of literature exploring this area. This paper reports findings from the initial phase of a three-year prospective longitudinal study examining students' experiences of group clinical supervision undertaken as part of their pre-registration training. In this part of the study 32 mental health nursing students participated in focus groups in which they discussed their expectations of clinical supervision. Content analysis of the data produced five major categories: 'the nature of clinical supervision'; 'roles and responsibilities'; 'staying safe and doing no harm'; 'being in a group'; and 'being a student'. The findings suggest that the idea of supervision is attractive to students, although there are significant anxieties both about supervision in general and of group supervision in particular.     

Mental health pre-registration nursing students' experiences of group clinical supervision: A UK longitudinal qualitative study

There is widespread international interest in the use of clinical supervision in nursing as well as recognition of the need to introduce nursing students to its concepts and value. This article reports on a three-year longitudinal qualitative focus group study which explored students' views and experiences of a group clinical supervision initiative. Students attended supervision groups facilitated by teaching staff over their three year pre-registration mental health nursing course, with a main aim of developing skills, knowledge and attitudes as supervisees. The findings showed that students derived benefit from the experience, gained greater awareness of the nature of supervision and became active supervisees within their groups. These benefits took time to emerge and were not universal however. While the findings support the value of exposing students to the experience of group clinical supervision educators wishing to implement such a programme need to address a host of issues. These include; the preparation of students, structural and resource concerns, and issues relating to group dynamics.     

Employment as a predictor of mental health,psychological distress,anxiety and depression in Australian pre-registration nursing students

Background

Caring for self by maintaining emotional well-being is important for pre-registration nursing students if they are to graduate as confident and competent health professionals.

Lecturers' accounts of facilitating clinical supervision groups within a pre-registration mental health nursing curriculum

In 1994 the Department of Health recommended that nurses be introduced to the process of clinical supervision during pre-registration training. Since then a body of literature has emerged, largely focusing on students' experiences of a variety of training initiatives in supervision. There is however a paucity of literature exploring the experiences of nursing lecturers engaged in such initiatives. This paper reports the findings from one part of a three-year prospective longitudinal study examining mental health students' and lecturers' experiences of group clinical supervision undertaken as part of a pre-registration course. In this part of the study eight mental health nursing lecturers participated in semi-structured individual interviews in which they discussed their experiences of facilitating student supervision groups. Content analysis of the interview data produced eight major categories: 'attitudes to supervision'; 'perceptions of the student experience'; 'preparation and support'; 'approaches to supervision'; 'the "good" supervisor'; 'the lecturer as supervisor'; 'the structure and process of sessions; and 'the content of supervision'. The findings suggest that the idea of undertaking supervision for students is attractive to lecturers. However, several issues need to be addressed if this type of initiative is to be successful in preparing students for their future role as supervisee.     

The role of mentors in supporting pre-registration nursing students

Students' practice experience is one of the most important aspects of their preparation for registration. There is currently considerable emphasis on improving this practice experience with adequate support and supervision. Mentors play a vital role in supporting, teaching and assessing students in practice. This article offers a literature-based discussion of the development and current practice of the mentor role in the support and assessment of students undertaking pre-registration programmes. The development of the mentor role is discussed. Issues relating to the role in nurse education today are addressed in relation to supporting, teaching and assessing students in practice and mentor accountability. This article discusses how Higher Education Institutions and universities and service managers might support mentors in their role. The implications for practice are outlined and include the NMC standards to support learning and assessment in practice due for publication in 2006.     

Physical fitness in pre-registration nursing students

BackgroundNurses are ideally placed to deliver health promotion interventions, including physical fitness, however evidence suggests that nurses themselves are failing to engage in healthy lifestyles; this in turn making them less likely to promote health. It would appear that some nurses are allowing their own values, beliefs and behaviours to hinder this role. We propose these nurses are in breach of the Nursing and Midwifery (NMC) code.Currently nurses self declare their fitness to practice through the NMC, however self-monitoring has been criticized for its lack of reliability. Recruitment of student nurses in the UK does not currently assess physical fitness levels in line with other professionals such as the armed forces, police or fire service. Over half the nursing workforce is now overweight or obese, with alarming levels of inactivity.Physical activity positively correlates with motivation, wellbeing, coping and positive attitude. These attributes in turn impact on employability, retention and absence. This article explores promoting health, focussing on physical activity and discusses innovative ideas to promote physical activity within the nursing Curricula.     

护生实习期间心理健康状况调查分析

目的 了解实习护生的心理健康状况,从而提高护生的心理健康水平.方法 采用龚耀先修定的症状自评量表(SCL-90),对70例实习护生进行问卷调查.结果 护生实习前期、中期、后期存在差异,各因子分均高于全国常模,且差异显著.实习前期中专护生和大专护生在人际关系方面有差异.实习中期中专护生和大专护生在强迫、抑郁、焦虑、偏执、其他因子方面有差异,而在人际关系、敌对、恐怖、精神病性方面有显著性差异.实习后期中专护生和大专护生在精神病性方面有显著性差异.结论 实习护生心理有其独特性,应将素质教育融人到课堂及临床教学中,才能不断提高实习护生的心理健康水平.     

护生实习期间心理健康状况调查分析

目的 了解实习护生的心理健康状况,从而提高护生的心理健康水平.方法 采用龚耀先修定的症状自评量表(SCL-90),对70例实习护生进行问卷调查.结果 护生实习前期、中期、后期存在差异,各因子分均高于全国常模,且差异显著.实习前期中专护生和大专护生在人际关系方面有差异.实习中期中专护生和大专护生在强迫、抑郁、焦虑、偏执、其他因子方面有差异,而在人际关系、敌对、恐怖、精神病性方面有显著性差异.实习后期中专护生和大专护生在精神病性方面有显著性差异.结论 实习护生心理有其独特性,应将素质教育融人到课堂及临床教学中,才能不断提高实习护生的心理健康水平.     

护生实习期间心理健康状况调查分析

目的 了解实习护生的心理健康状况,从而提高护生的心理健康水平.方法 采用龚耀先修定的症状自评量表(SCL-90),对70例实习护生进行问卷调查.结果 护生实习前期、中期、后期存在差异,各因子分均高于全国常模,且差异显著.实习前期中专护生和大专护生在人际关系方面有差异.实习中期中专护生和大专护生在强迫、抑郁、焦虑、偏执、其他因子方面有差异,而在人际关系、敌对、恐怖、精神病性方面有显著性差异.实习后期中专护生和大专护生在精神病性方面有显著性差异.结论 实习护生心理有其独特性,应将素质教育融人到课堂及临床教学中,才能不断提高实习护生的心理健康水平.     

建立心理健康护理虚拟学组的实践

建立心理健康护理虚拟学组,明确学组职责,建立标准化的评估、干预体系,开展专业培训及心理健康知识宣传教育,对护理人员、住院患者及家属实施心理护理。通过学组的建设,提高了学组成员的心理护理技能,优化了护士的职业心态,提升了护理服务水平,促进了心理健康护理的规范化发展。     

Promoting mental health nursing: employing undergraduate nursing students as assistants in mental health

The difficulty in attracting graduates of nursing programmes into mental health nursing (MHN) remains an ongoing challenge. Moreover, it is frequently claimed that undergraduate nursing students do not always regard MHN favourably for future employment. Although undergraduate nurses are employed as assistants in nursing (AIN) in mental health settings, there is no published research exploring their role, the career trajectory into MHN, or its effectiveness as a recruitment strategy. In this paper, we draw on the literature to delineate factors that might contribute to the desire of AIN to work in MHN. Nine factors were identified: acceptance by nurses, fitting in with the culture, managing the workload, developing a realistic appraisal of the effectiveness and limits of psychiatry, constructive learning from direct interpersonal interactions with clients, practising communication skills, being supported in a structured way, working with positive role models, and the overall quality of the employment setting. A comprehensive understanding of these factors can enhance the experience of undergraduate nursing students working as AIN, and potentially increase recruitment into MHN.