"This should be a compulsory placement for all nursing students": An evaluation of pre-registration nursing students' perceptions of learning on a mental health clinical placement

Relationships between intergroup contact and student nurses' stigma toward people living with mental illness at a mental health clinical placement: A prospective cohort study

AIM

The aim of the present study was twofold. Firstly, to investigate the impact of social contact quantity and quality on stigmatising attitudes for pre-registration nursing students during a mental health clinical placement. Secondly, to compare these measures between students attending a traditional (i.e. hospital-based) and non-traditional (i.e. recovery-focused) mental health clinical placement.

METHODS

A prospective cohort design was used to compare student nurses' quantity and quality of contact with individuals living with mental illness. Pre-registration nurses attended a traditional (i.e. hospital-based) (N = 97) or non-traditional (i.e. recovery-focussed) (N = 184) mental health clinical placement. Scores were collected at two timepoints (pre, post) on the General Intergroup Contact Quantity and Quality Scale (QICQCQ) and the Opening Minds Stigma Scale for Healthcare Providers (OMS-HC). Responses were compared between clinical placement types over timepoints via a repeated-measures multivariate analysis of variance. Pearson correlations were performed to determine the nature and strength of relationships between intergroup contact and student nurses' stigmatising attitudes. The TREND reporting method was adhered to.

RESULTS

A significant increase in contact quantity was identified after attending a non-traditional clinical placement (p = .009). The quality of intergroup contact reported during a non-traditional placement was significantly higher in Equality, Intimacy, Pleasantness, and Collaborativeness. No changes in intergroup contact quantity or quality were observed during the hospital-based placement (all p > .05). Correlational analyses showed that increases in these types of contact quality were significantly associated with lower stigmatising attitudes, lower desire to social distance, and lower stigma surrounding disclosure/help-seeking.

CONCLUSION

The study highlights a significant association between high-quality intergroup contact and reduced stigmatising attitudes. Increases in contact quality were linked to lower levels of stigma, reduced social distancing, and a more supportive attitude toward disclosure and help-seeking. Results underscore the effectiveness of non-traditional mental health placements in fostering more meaningful and positive interactions between pre-registration student nurses and individuals with mental illness. This, in turn, contributes to a decrease in stigmatising attitudes among future healthcare professionals.

Mental Health and Resilience in Nursing Students: A Longitudinal Study

Mental health challenges are increasingly prevalent among young individuals, particularly within high-stress academic environments such as nursing education. Resilience is critical for maintaining well-being and adapting to university demands.

OBJECTIVE

To assess resilience levels in first-year nursing students at FAMERP (Faculty of Medicine of São José do Rio Preto) upon entry in 2021 and their longitudinal evolution in 2022 and 2023, using the Wagnild and Young Resilience Scale. The study also aims to explore the implications for mental health promotion in young healthcare professionals.

METHODS

A descriptive, longitudinal, prospective, and quantitative study was conducted with 40 students. Data collection was performed via electronic forms and analyzed using descriptive statistics and specific tests within the R programming language.

RESULTS

The predominantly female sample, with a mean age of 19.5 years, exhibited moderate to high resilience levels: mean scores of 132.5 (2021), 135.8 (2022), and 139.2 (2023). A significant reduction in the Perseverance factor (p = 0.0131) was noted. There was a positive correlation between age and resilience scores (r = 0.42; p < 0.01).

DISCUSSION

Despite a slight overall increase in resilience, the decline in Perseverance is concerning, indicating potential growing mental health challenges as students progress. Small age differences significantly influence mental health outcomes. This decline may be related to increased academic stress, exposure to emotionally challenging clinical situations, and the cumulative effects of the "costs of caring".

CONCLUSIONS

Nursing students exhibit promising resilience levels, yet there is a critical need for interventions targeting Perseverance to enhance academic performance and patient care quality. Social Impact: This study contributes to the development of educational strategies designed to promote resilience, thereby potentially improving the mental health and academic performance of nursing students. By focusing on mental well-being, a more resilient healthcare workforce can be cultivated and better prepared to meet systemic challenges.

Examining the impact of traditional and non-traditional mental health clinical placement on nursing students understanding of domestic violence: A quasi-experimental study

AIM

To compare the effects of traditional mental health placements versus non-traditional placements on pre-registration nursing students' knowledge, attitudes, and beliefs about domestic violence (DV).

DESIGN

A between-subjects, repeated-measures design.

METHODS

Pre-registration nurses (N = 286) were purposively sampled in association with attending either a traditional (n = 100) or non-traditional (n = 186) mental health clinical placement as part of their university studies. Knowledge, attitudes, and beliefs about DV were measured pre- and post-placement via the Community Attitudes Survey (CAS). Changes in these areas were compared both between placement types as well as before and after the different clinical placements.

RESULTS

In both placement types, student nurses similarly recognised a high number of DV behaviours and rejected stereotypical gender roles and statements trivialising DV. Attending either type of clinical placement enhanced recognition of domestically violent behaviours; however, a non-traditional clinical placement improved the perceived severity of certain DV behaviours, while attending a traditional placement did not. Nursing students that attended a non-traditional placement increased in knowledge regarding accessing support resources, while knowledge in this area decreased among nursing students that attended a hospital-based clinical placement.

CONCLUSION

This study highlights the critical role that clinical placements play in shaping nursing students' understanding of DV. While participation in both types of mental health clinical placement settings provided certain benefits for students, those who attended a non-traditional mental health placement experienced unique advantages that varied by gender. Notably, the non-traditional placement enhanced all nursing students' (both male and female) understanding of available support resources for individuals experiencing DV.

Qualitative case studies in suicide research: a novice researcher's reflections

BACKGROUND

The suicide process is a complex and uniquely individual phenomenon. The need to understand and bring meaning to individual experiences of suicide is burgeoning amidst the growing global impacts of suicide. Qualitative case-study research uses multiple forms of evidence to investigate a phenomenon in a certain context.

AIM

To present critical reflections on the lead author's doctoral project, which uses a case-study design to investigate people who have experience of suicide and are educating preregistration nurses on clinical placement.

DISCUSSION

The lead author reflects critically on, and provides insights into, adopting the qualitative case-study methodology for suicide research, including: defining the role of the researcher; the appropriate use of methods of collecting data; and ensuring participants are safe. Reflexivity played an important role in ensuring the participants' and the lead author's well-being throughout the project, and the authors posit it as a central strategy in future research.

CONCLUSION

Qualitative case-study research is a novel approach to suicide research that aligns with global suicide prevention frameworks and includes people's experiences in the formation of policies, design of interventions and education. Reflection should be a central strategy in such research.

IMPLICATIONS FOR PRACTICE

Suicide research requires careful consideration and planning at every stage. Researchers must plan and evaluate participants' safety, the role of the researcher and data collection methods before, during and after the research.