Undergraduate nursing students attitude to mental health nursing: a cluster analysis approach (original) (raw)
Related papers
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.
Indian Journal of Psychological Medicine, 2019
Background: Attitude of treating professionals plays an important role in the treatment of mental illnesses. Nursing professionals are an important part of the mental health care team. As a part of their nursing coursework, nursing students are posted in a mental health setting. It is important to assess the impact of such postings on their attitudes. Materials and Methods: A total of 235 undergraduate nursing students posted in a mental healthcare setting for one month participated in the study. Their attitude towards mental illness and psychiatry was assessed before and after the posting, using Personal data sheet, Attitude Scale of Mental Illness (ASMI), and Attitude towards Psychiatry Scale (ATP). Results: At pre-assessment, the nursing students had a negative attitude on all dimensions of ASMI except benevolence, and positive attitude on all the six domains of ATP. At post-assessment, attitude improved significantly on pessimistic prediction dimension of ASMI, and they were able to maintain their positive attitude on ATP. Conclusions: One-month posting had a weak positive impact on attitude towards mental illness and no detrimental impact on attitude towards psychiatry. There is a need for better efforts to increase the impact of training on attitude towards mental illness.
Journal of Psychiatric and Mental Health Nursing, 2008
Negative attitudes towards mental illness and the mental health nursing profession have deterred many undergraduate nursing students from considering this area as an attractive career option. Positive clinical experience has been identified as the most important factor in producing more favourable attitudes. While the quantity of theory is identified as important, its impact on attitudes has not been examined through research. This study compared two groups of students undertaking different numbers of theoretical and clinical hours in mental health nursing to determine if this increase has an impact on nursing students' attitudes. Anonymous questionnaires were distributed to the total population of students following completion of the theoretical component of the programme but prior to clinical experience. The questionnaire was designed to assess: (1) nursing student's preparedness for and attitudes towards the mental health field; (2) consumers of mental health services; and (3) the students' career preferences. This first paper in a two-part series examines the impact of theoretical hours and suggests that while other attitudes are fairly similar between the two groups, the group exposed to more theory exhibited significantly more positive attitudes towards psychiatric nursing as a career.
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.
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' 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' 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's choice for or against a career in mental health care. The questionnaire'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 a Nursing in Psychiatry Course on Students' Attitudes Toward Mental Health Disorders
Journal of Psychosocial Nursing and Mental Health Services
Negative attitudes toward patients with mental illnesses are not uncommon among health professionals, and lead to poorer quality and outcomes of care. Because attitudes are formed early in life, the current study aimed to investigate if teaching psychiatry in secondary school nursing students (i.e., adolescents) changes attitudes toward three prevalent psychiatric disorders: schizophrenia, posttraumatic stress disorder (PTSD), and depression. A pilot quasi-experimental study was conducted with 51 fourth-year students in secondary nursing school who completed a questionnaire regarding attitudes toward these disorders on the fi rst and last day of their Nursing in Psychiatry course. Results show that the stigma attached to all three disorders was signifi cantly reduced after students completed the course. Students attached greater stigma to schizophrenia than PTSD, and to PTSD than depression, before and after the course. The study indicates that education in psychiatry helps reduce negative attitudes toward
Introduction: Attitude to psychiatry and mental illness among nursing students are key factors in determining their choice of psychiatric nursing as a career and willingness to deal with psychiatric disorders in general practices. Aim: to identify nursing student's attitudes toward psychiatry before and after the psychiatric nursing course (theoretical and clinical course), and to assess their intention to choose psychiatric nursing as a future career. Methods: a quasi-experimental design was used in this study. The sample consisted of 70 nursing students enrolled in the psychiatric and mental health nursing course for the academic year 2014-2015. The course consists of two parts the theoretical and the clinical part. Students were asked to complete the questionnaires used in this study at the beginning of the course and again at the end of the course. The methods of data collection include socio-demographic characteristics of the students, and attitude toward psychiatry (ATP 30). Results: There was slight improvement in the average total attitude score of the students after studying the course, with no significant difference, and the nursing student's intention to choose psychiatric nursing as a career in the future was raised after the course with significant difference. Conclusion: the total attitude score of the nursing students attitude towards psychiatric patients has been slightly improved, also the students intention to choose psychiatric nursing as a career has been improved after the psychiatric nursing course.
Nursing Students' Attitudes toward Psychiatric Nursing and Psychiatric Patients
2019
Background: Psychiatric nursing and working with those with psychiatric disorders representunpopular career preference in relation to other areas of nursing. Aim: The aim of this studywas to identify nursing students' attitudes toward psychiatric nursing and psychiatric patients.Research design: A descriptive design was utilized in this study. Setting: This study wasconducted at the Faculty of Nursing in El-Minia and Assiut Universities. Sample: Totalsample was 369 nursing students the sample included all 1st grade students who did not studypsychiatric nursing course in both Universities and all 4th grade from El-Minia University andall 2nd grade from Assiut University who studied psychiatric nursing course recently. Tools:Three tools were utilized to measure the variables of the study: Personal data questionnaire,self report scale for measure nursing students' attitudes toward mental health nursing andattitude scale for mental illness. A semi structured interview was used t...