Views of Final Year Nursing Students about Internship in Mental Health and Psychiatric Nursing (original) (raw)
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!g pJ:)'chiatric [iU[S!1Ig Few Registered NlJrsil]~student!; inl~'11d to work in the mental health arca. This d~'Scripti,'c n;s~';lrchcasls the story III' a sL"{;ond year baccalaureate student, who is interested in this spcci:,Jity ami using a Ijt~rature review of psy<.:hialric dinic,ll IC:lehin~A t.:(JII!;tmd.i\'i;.;t conceptual framework and quali!<ltivc metnOtJo]lIgy using a ea.~study 3j!jll'oach guides the investigation. Insights into cXJX:rienccs which one ::;Iudcnl round cng.'ging and diOleu!t as she developed skills in psychiatric nursin!; <Ire rcvc;tlt:d. Two thcml:O; in the student's stor]' arc identified and discIL<;"~CtI to describe signilicant features of the psychiatric clinic:I) Ic;Iming e:-;pericnce.
Investigation of Senior Nursing Students' Views on Internship Program
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Objective: The information to be obtained from this study may contribute to the improvement of the clinical qualifications and learning outcomes of intern nurses. This study was conducted to determine the views of fourth-year nursing students about the internship program Methods: The population of the descriptive study was 97 students in the 4th grade of the nursing department of a state university in the Ordu The sample of the descriptive study was 96 nursing students. The data were collected Nightingale Intern Program Evaluation Scale (NIPES). Results: In this study, nursing students' NIPES total scale score was 3.81±0.75, sub-dimension of the scale mean scores were 3.81±0.75 for "Professional Development", 3.83±0.78 for "Personal Development", and 3.96±0.89 for "Guidance/Counseling", 4.13±0.88 for "General Features of the Program", 4.03±0.87 for "Application Field Features", 3.80±0.97 for "Communication with Patients and ...
Journal of Psychiatric and Mental Health Nursing, 2008
Previous research examining the impact of education on nursing students' attitudes towards mental health nursing as a career has highlighted clinical experience as the primary influencing factor and generally has not considered the impact of theory. The current study compared a cohort of second-year and a cohort of third-year nursing students from the same university. Second-year students had received more theory and clinical experience than their counterparts. Questionnaires were distributed to the total population of students before commencement of, and after completion of clinical placement. This paper examines students' perceived preparedness for and satisfaction with clinical experience, attitudes towards people with mental illness, and attitudes towards mental health nursing as a career option following the completion of differing amounts of theory and clinical experience. The results demonstrate some statistically significant differences with increased amounts of theory and clinical experience in the second-year cohort being positively influential. The findings suggest that an increased component of theoretical and clinical experience in psychiatric/mental health nursing is likely to produce more positive attitudes towards people with mental illness and psychiatric/mental health nursing. However, little difference in perceived preparedness for and satisfaction with clinical experience was noted between the two cohorts.
Background: It is important that nursing students develop positive beliefs and attitudes toward individuals with mental health problems during nursing education in order to provide an effective nursing care and create a therapeutic environment. Objective: This study was conducted to analyze the effect of psychiatric nursing internship practice and the personal characteristics and preferences of psychiatric nursing interns on their beliefs and attitudes toward mental illnesses. Design: This is a single group experimental study with a pre-test and post-test. Participants: The study sample included 33 fourth-year nursing students enrolled in the School of Health who participated in an internship in psychiatric nursing. Methodology: The study data were collected using a student information form, the Community Attitudes Toward the Mentally Ill Scale (CAMI) and the Beliefs Toward Mental Illness Scale (BMI) at the beginning and end of the 14-week internship of 32 h per week. Findings: The students' beliefs and attitudes toward mental health problems were found to be moderate with no significant differences between mean pre-test and post-test scores. Conclusion: The psychiatry nursing internship practice yielded minimal positive changes in students' beliefs and attitudes toward mental health problems. Initiation of the process of developing positive attitudes and beliefs in the first year of nursing education and increasing the internship period may provide more effective results.
Student nurses' perceptions of mental health care: Validation of a questionnaire
Nurse Education Today, 2012
This article describes the results of a study into the psychometric properties of a questionnaire about student nurses&amp;#39; perceptions of mental health care. The questionnaire was constructed in 2008, but has not yet been tested in terms of construct validity and reliability. A validated questionnaire is essential as a standardized method of analyzing student nurses&amp;#39; perceptions of mental health care. To investigate the construct validity, an exploratory factor analysis was performed. Reliability was determined by measuring the internal consistency of the questionnaire. A principal component analysis (PCA) yielded a two-factor solution. The first factor comprised 9 items referring to the views of student nurses on psychiatric patients; the second factor comprised 6 items referring to the views of the students about professional careers in mental health care. The factor analysis and questionnaire produced two easily interpretable factors covering the same categories as those identified in the literature as determinants of a student nurse&amp;#39;s choice for or against a career in mental health care. The questionnaire&amp;#39;s construct validity was rated as sufficient, its reliability as acceptable. The problem is the low explained variance (25.6%). The usefulness of the questionnaire is therefore questionable. The usefulness might be improved through the expansion of some of the categories by additional items. Relevant suggestions are made in this article.
Impact of Clinical Placement on Nursing Students' Attitudes towards Psychiatry
Research lacks studies concerning nursing students' attitude toward psychiatry. The objective of this study aimed to determine the nursing students' attitude toward psychiatric and mental health nursing and their intentions to pursue psychiatry as a future career. One hundred and fourteen nursing students, College of Nursing, King Saud Bin Abdulaziz University for Health Sciences -Riyadh, undertaking the Psychiatric and Mental Health Nursing course during the academic year 2009 -2010 were invited to participate in this study. Participants were asked to complete the modified Burra et al. Attitude toward Psychiatry-30 (1982) questionnaire on the first day of their clinical placement and the same questionnaire again on the last day of their clinical placement. Students' participation was voluntary and confidential. Results showed that after the clinical placement, students showed more positive attitude toward psychiatry as evidenced by the mean total scores pre and post-clinical placement (89.5, 104.1 respectively). Only fourteen students (13.7) reported that they would choose psychiatric nursing as a future career, while the majority of the participants 88 (86.3%) would not choose psychiatric nursing as a future career.