Clinical instruction in mental health nursing: students’ perceptions of best practices

References

Abraham, S. P., Cramer, C., & Palleschi, H. (2018). Walking on eggshells: Addressing nursing students’ fear of the psychiatric clinical setting. Journal of Psychosocial Nursing and Mental Health Services, 56(9), 5–8. https://doi.org/10.3928/02793695-20180322-01.Suche in Google Scholar

Adom, D., Yeboah, A., & Ankrah, K. A. (2016). Constructivism philosophical paradigm: Implications for research, teaching, and learning. Global Journal of Arts Humanities and Social Sciences, 4(10), 1–9. https://www.academia.edu/download/60883069/Constructivism-Philosophical-Paradigm-Implication-for-Research-Teaching-and-Learning20191012-85439-1fft6xx.pdf.Suche in Google Scholar

Akinyode, B., & Khan, T. (2018). Step by step approach for qualitative data analysis. International Journal of Built Environment and Sustainability, 5(3), 163–174. https://doi.org/10.11113/ijbes.v5.n3.267.Suche in Google Scholar

Alase, A. (2017). The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. International Journal of Education and Literacy Studies, 5(2), 9–19. https://doi.org/10.7575/aiac.ijels.v.5n.2p.9.Suche in Google Scholar

Alhojailan, M. I. (2012). Thematic analysis: A critical review of its process and evaluation. West East Journal of Social Sciences, 1(1), 39–47. https://fac.ksu.edu.sa/sites/default/files/ta_thematic_analysis_dr_mohammed_alhojailan.pdf.Suche in Google Scholar

Booth, T. L., Emerson, C. J., Hackney, M. G., & Souter, S. (2016). Preparation of academic nurse educators. Nurse Education in Practice, 19, 54–57. https://doi.org/10.1016/j.nepr.2016.04.006.Suche in Google Scholar PubMed

Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 4, 1–8. doi:https://doi.org/10.1177/2333393617742282.Suche in Google Scholar PubMed PubMed Central

Canadian Association of Schools of Nursing & Canadian Federation of Mental Health Nurses. (2015). Entry-to-practice mental health and addiction competencies for undergraduate nursing education. http://www.casn.ca/wp-content/uploads/2015/11/Mental-health-Competencies_EN_FINAL-3-Oct-26-2015.pdf.Suche in Google Scholar

Choi, H., Hwang, B., Kim, S., Ko, H., Kim, S., & Kim, C. (2016). Clinical education in psychiatric mental health nursing: Overcoming current challenges. Nurse Education Today, 39, 109–115. https://doi.org/10.1016/j.nedt.2016.01.021.Suche in Google Scholar PubMed

Collier, A. D. (2018). Characteristics of an effective nursing clinical instructor: The state of the science. Journal of Clinical Nursing, 27(1–2), 363–374. doi:https://doi.org/10.1111/jocn.13931.Suche in Google Scholar PubMed

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.Suche in Google Scholar

Doyle, L., McCabe, C., Keogh, B., Brady, A., & McCann, M. (2020). An overview of the qualitative descriptive design within nursing research. Journal of Research in Nursing, 25(5), 443–455. https://doi.org/10.1177/1744987119880234.Suche in Google Scholar PubMed PubMed Central

Faulkner, S. L., & Trotter, S. P. (2017). Data saturation. Hoboken, NJ: Wiley Online Library.10.1002/9781118901731.iecrm0060Suche in Google Scholar

Galvin, J., Suominen, E., Morgan, C., O’Connell, E. J., & Smith, A. P. (2015). Mental health nursing students’ experiences of stress during training: A thematic analysis of qualitative interviews. Journal of Psychiatric and Mental Health Nursing, 10, 773. https://doi.org/10.1111/jpm.12273.Suche in Google Scholar PubMed

Goh, Y., Owyong, J. Q. Y., Seetoh, Y. M., Hu, Y., Chng, M., & Li, Z. (2021). Exploring pedagogies used in undergraduate mental health nursing curriculum: An integrative literature review. International Journal of Mental Health Nursing, 1, 47. https://doi.org/10.1111/inm.12816.Suche in Google Scholar PubMed

Grav, S., Juul, L. M. E., & Heilzen, O. (2010). Undergraduate nursing student experiences of their mental health clinical placement. Nordic Journal of Nursing Research & Clinical Studies, 30(1), 4–8. https://doi.org/10.1177%2F010740831003000102.10.1177/010740831003000102Suche in Google Scholar

İnan, F. Ş., Günüşen, N., Duman, Z. Ç., & Ertem, M. Y. (2019). The impact of mental health nursing module, clinical practice and an anti-stigma program on nursing students’ attitudes toward mental illness: A quasi-experimental study. Journal of Professional Nursing, 35(3), 201–208. https://doi.org/10.1016/j.profnurs.2018.10.001.Suche in Google Scholar PubMed

Ismail, M-N. L., Aboushady, M-N. R., & Esw, A. (2015). Clinical instructor’s behavior: Nursing student’s perception toward effective clinical instructor’s characteristics. Journal of Nursing Education and Practice, 6(2), 96–105. https://doi.org/10.5430/jnep.v6n2p96.Suche in Google Scholar

Jack, K., Hamshire, C., & Chambers, A. (2017). The influence of role models in undergraduate nurse education. Journal of Clinical Nursing, 26(23–24), 4707–4715. https://doi.org/10.1111/jocn.13822.Suche in Google Scholar PubMed

Janse van Rensburg, E. S. (2019). Educators: Are you adequately supporting nursing students during mental health placements? International Journal of Africa Nursing Sciences, 10, 43–48. https://doi.org/10.1016/j.ijans.2019.01.002.Suche in Google Scholar

Johnson, J., & Hall, E. (1988). Job strain, workplace social support, and cardiovascular disease: A cross-sectional study of a random sample of the Swedish working population. American Journal of Public Health, 78, 1136–1342. https://doi.org/10.2105/ajph.78.10.1336.Suche in Google Scholar PubMed PubMed Central

Knaak, S., Karpa, J., Robinson, R., & Bradley, L. (2016). “They are Us-We are Them”: Transformative learning through nursing education leadership. Healthcare Management Forum, 29(3), 116–120. https://doi.org/10.1177/0840470416628880.Suche in Google Scholar PubMed PubMed Central

Knaak, S., Mantler, E., & Szeto, A. (2017). Mental illness-related stigma in healthcare: Barriers to access and care and evidence-based solutions. Healthcare Management Forum, 30(2), 111–116. https://doi.org/10.1177/0840470416679413.Suche in Google Scholar PubMed PubMed Central

Kutcher, S., Wei, Y., & Coniglio, C. (2016). Mental health literacy: Past, present, and future. Canadian Journal of Psychiatry, 61(3), 154–158. https://doi.org/10.1177/0706743715616609.Suche in Google Scholar PubMed PubMed Central

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage Publications.10.1016/0147-1767(85)90062-8Suche in Google Scholar

Melrose, S., Park, C., & Perry, B. (2021). Creative clinical teaching in the health professions. Edmonton, AB, Canada: Athabasca University Press. https://www.aupress.ca/books/120303-creative-clinical-teaching-in-the-health-professions/.10.15215/aupress/9781771993319.01Suche in Google Scholar

Meyer, G. M., Nel, E., & Downing, C. (2016). Basic student nurse perceptions about clinical instructor caring. Health SA Gesondheid, 21, 444–452. https://doi.org/10.1016/j.hsag.2016.09.004.Suche in Google Scholar

Niederriter, J., Eyth, D., & Thoman, J. (2017). Nursing students’ perceptions on characteristics of an effective clinical instructor. SAGE Open Nursing, 3, 1–8. https://doi.org/10.1177/2377960816685571.10.1177/2377960816685571Suche in Google Scholar

Oner Altiok, H., & Ustun, B. (2013). The stress sources of nursing students. Educational Sciences: Theory and Practice, 13(2), 760–766. https://files.eric.ed.gov/fulltext/EJ1017246.pdf.Suche in Google Scholar

Padagas, R. (2020). Nursing students’ expectations of their clinical instructors: Practical implications in nursing education. Romanian Journal for Multidimensional Education/Revista Romaneasca Pentru Educatie Multidimensionala, 12(4), 393–410. https://doi.org/10.18662/rrem/12.4/353.Suche in Google Scholar

QSR International Pty Ltd. (2018). NVivo. https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home. Version 12.Suche in Google Scholar

Registered Nurses Association of Ontario. (2017). RNAO nurse educator: Mental health and addiction resource -Integrating mental health and addiction into the undergraduate nursing curriculum (202 pages). http://rnao.ca/sites/rnao-ca/files/Nurse_Educator_MHA_Resource.pdf.Suche in Google Scholar

Reising, L. D., James, B., & Morse, B. (2018). Student perceptions of clinical instructor characteristics affecting clinical experiences. National League of Nursing, 39(1), 4–9. https://doi.org/10.1097/01.NEP.0000000000000241.Suche in Google Scholar

Sadeghi, A., Oshvandi, K., & Moradi, Y. (2019). Explaining the inhibitory characteristics of clinical instructors on the process of developing clinical competence of nursing students: A qualitative study. Journal of Family Medicine and Primary Care, 8(5), 1664–1670. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6559080/.10.4103/jfmpc.jfmpc_34_19Suche in Google Scholar

Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340.10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-GSuche in Google Scholar

Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing & Health, 33(1), 73–84. https://doi.org/10.1002/nur.20362.Suche in Google Scholar

Slemon, A., Jenkins, E., Bungay, V., & Brown, H. (2020). Undergraduate students’ perspectives on pursuing a career in mental health nursing following practicum experience. Journal of Clinical Nursing, 29(1–2), 163–171.10.1111/jocn.15074Suche in Google Scholar

Snyder, B. L. (2020). Practicing what we preach: Teaching psychiatric-mental health student nurses to care for themselves. Journal of Psychosocial Nursing and Mental Health Services, 58(6), 40–45. https://doi.org/10.3928/02793695-20200406-02.Suche in Google Scholar PubMed

Stuhlmiller, C., & Tolchard, B. (2019). Understanding the impact of mental health placements on student nurses’ attitudes towards mental illness. Nurse Education in Practice, 34, 25–30. https://doi.org/10.1016/j.nepr.2018.06.004.Suche in Google Scholar PubMed

Sweet, L., & Broadbent, J. (2017). Nursing students’ perceptions of the qualities of a clinical facilitator that enhance learning. Nurse Education in Practice, 22, 30–36. https://doi.org/10.1016/j.nepr.2016.11.007.Suche in Google Scholar PubMed

Torbjørnsen, A., Hessevaagbakke, E., Grov, K., & Bjørnnes, A. (2021). Enhancing students learning experiences in nursing programmes: An integrated review. Nurse Education in Practice, 52, 103038. https://doi.org/10.1016/j.nepr.2021.103038.Suche in Google Scholar PubMed

Tsimane, T., & Downing, C. (2020). A model to facilitate transformative learning in nursing education. International Journal of Nursing Science, 7, 269–276. https://doi.org/10.1016/j.ijnss.2020.04.006.Suche in Google Scholar PubMed PubMed Central

Vuckovic, V., Carlson, E., & Sunnqvist, C. (2021). ‘Working as a real nurse’: Nursing students’ experiences of a clinical education ward in psychiatric care. Issues in Mental Health Nursing, 42, 1038–1047. https://doi.org/10.1080/01612840.2021.1929595.Suche in Google Scholar PubMed