Clinical Competency in Psychiatric Nursing Students: A Qualitative Study (original) (raw)
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Advancing Clinical Nursing Education in Mental Health: Student Self-Assessment of Clinical Competencies, 2013
F or many decades nursing students worldwide have attributed and measured the quality of their nursing education directly to their clinical experiences. Such claims are consistently stated irrespective of the breadth and depth of their concurrent theoretical nursing education. A study in Norway has indicated that both fi rst-and third-year nursing students perceive theoretical nursing to be unclear and that contact with patients is the most important part of nursing (Granum, 2004). Oftentimes, qualifi ed nurses will also refl ect on their own nursing as clinical experiences. As qualifi ed nurses ourselves, we too have refl ected, remembered, and recounted our own nursing stories in terms of clinical experiences. Qualifi ed nurses in the institutions where we are both employed discuss their nursing experience, and it is obvious that clinical, not theoretical, nursing is brought to the center stage. Irrespective of clinical defi ning the parameters of nursing, nurse educators are acutely aware that nursing education is grounded in theory, and that theory needs to follow in practice. However, are we correct in dismissing the aforementioned claims and stories about what nursing really is, and, as educators, can we be so sure we know how nurses learn in the clinical arena? After all, we still have minimal research that clearly identi-fi es the determinants of effective student clinical learning (Tanner, 2005). We therefore pose two key initial questions:
Meta Competency: Prerequisites of Msc Psychiatric Nursing Students Promoting. A Qualitative Study
2021
Background: Due to getting optimal psychiatric nursing care, competent psychiatric nurses is required. One approach for MSc psychiatric nursing students` optimal clinical competency is clinical education. Identifying the factors affecting on achieving maximum scientific and technical abilities, education would be more effective. This study aims to explore the meta competency required in MSc students in psychiatric nursing.Methods: This is a qualitative study with content analysis approach conducted on 21 participants in Iran. Sampling were done based on purposive sampling. Data were collected using individual semi structured and in-depth interviews. Collected data were analyzed using the conventional content analysis. The rigor of qualitative data were assessed using the 4 criteria proposed by Guba and Lincoln. Results: Four dimensions were revealed: (1)Thinking and clinical reasoning skills, (2)Dynamic learning, (3)Research and evidence based practice, (4)Human and organizational m...
How to prepare nursing students for mental health clinical engagement: a qualitative study
BMC Medical Education
Background Since clinical experience is challenging, identifying the factors influencing the learning process and acquiring clinical competence in mental departments is essential. Limited studies have investigated students’ concerns regarding attending this clinical setting and how they are mentally and academically prepared. Aim/question Explaining the various aspects of nursing students' preparation to attend the mental clinical environment. Methods This qualitative study was conducted on bachelorette nursing students and college professors using in-depth, semi-structured interviews. Inductive content analysis was used for data analysis, and Lincoln and Guba’s criteria were used for the rigor of the data. Results The participants’ viewpoints regarding how to prepare nursing students to enter mental clinical settings can be summarized in 4 categories: “understanding the students’ concerns” “understanding the students’ expectations” “the necessity of the students’ mental prepara...
Developing Psychiatric Nursing Competencies on an In-Patient Hospital-Based Psychiatric Unit
2017
Problem Statement: Offering staff development training for psychiatric nurses has not kept pace with the advances in psychiatric knowledge and skills in nursing. Purpose: The purpose of this quality improvement doctor of nursing (DNP) project was to implement a competency-based staff development program on a community hospital-based inpatient psychiatric unit to determine if the psychiatric/mental health nursing knowledge, nursepatient relational skills, and attitudes of the nurses would improve or change. Methods: A mixed method of quasi-experimental, non-randomized pre-test/post-test and semistructured interview design was used, which utilized a convenience sampling approach. Data were collected in two phases. Three domains of the Mental Health Learning Needs Assessment (MHLNA), a competency-based assessment instrument that allowed self-assessment by nurses was used to determine competency level of psychiatric mental health nursing knowledge and skills. Study participants complete...
F1000Research, 2018
Background: Clinical nursing competence in mental health is one of the most important topics in theoretical and practical nursing training with many factors affecting it. The purpose of this study is to determine the impact of the implementation of the “mental health nursing students’ clinical competence model” on nursing students’ academic performance. Methods: This study is a semi experimental following one group of student nurses. “mental health nursing students’ clinical competence model” for undergraduate nursing student’s education was applied. The study population included 50 nursing students, who were studying from fifth semester to seventh semester and selected through census sampling. During the seventh semester after the completion of theoretical and practical courses in mental health nursing, re-evaluation was conducted and the scores before and after the implementation of the clinical competence model were compared. Results: Rate of clinical competency before the interv...
Nursing Student Experiences Of Psychiatric Clinical Practice : A Qualitative Study
2016
Background: Clinical experience is identified as a vital part of nursing education. It allows students to merge knowledge with practice. Understanding the contextual factors that may interfere with or enrich the psychiatric mental health nursing experience is very important. Aim: To explore the experiences of nursing students who completed their psychiatric clinical practice at a Saudi Arabian University. Method: Data were collected through the use of focus group discussions. A total of 20 third-year female nursing students who completed the Psychiatric and Mental Health Nursing course agreed to participate and were divided into 4 focus groups. Data were transcribed and thematic analysis was done through the use of Nvivo 9. Result: Three main themes were identified, and under each theme a number of subthemes were merged. The main three themes are: factors related to the student, factors related to the clinical supervisor, and factors related to the clinical environment. Conclusion: ...
Journal of Korean Academy of psychiatric and Mental Health Nursing
Purpose: This study aimed to develop a competency-based educational program for strengthening the competency of psychiatric nurses and evaluate its effects.Methods: The study used a quasi-experimental design. Participants included 64 psychiatric nurses in South Korea: 33 nurses (32 females, 1 male) in the experimental group and 31 nurses (26 females, 5 males) in the control group. A competency-based education program for psychiatric nurses was developed through a literature review and discussion with 12 experts. The program addressed eight topics and provided 24 hours of education over 4 days, for 6 hours each day. The collected data via questionnaires were analyzed statistically.Results: The education program enhanced overall clinical nursing competence and strengthened professional self-growth competence. The management and teaching competencies of both the experimental and the control groups also increased significantly.Conclusion: The findings of this study presented an educatio...
Factors associated with clinical competency of nursing students
International Journal of Research in Medical Sciences, 2024
A critical priority and challenge in nursing education today is caused by the variability of the healthcare environment. This systematic review reported findings on the independent variables that are associated with nursing students' clinical competency. A literature review search was conducted using Mendeley's website in 2023 with using keywords such as nursing clinical competency and nursing student. The Mixed Methods Appraisal Tool (MMAT) was used to appraise and describe the methodological quality. A narrative report was given on the synthesis of the results. Based on the inclusion and exclusion criteria, 16 papers were retained out of 1162 identified research publications. Among 16 papers, the common predictive factors mentioned in the reviewed articles on the clinical competency of nursing students include clinical learning environment, self-efficacy, and self-awareness. Other factors such as clinical training program, type of learning-teaching, learning experiences, and socio-demographics were involved as the significant variables toward clinical competency. There are several other characteristics or predictors of clinical competency that require further investigation.