- Title
- ‘Clinical Is the Pinnacle’: Nurse Academics' Perspectives and Opinions of Their Students Undertaking Mental Health Clinical Placements
- Creator
- Moxham, Lorna; Foster, Kim; Happell, Brenda; Lakeman, Richard; Hazelton, Michael; Hurley, John
- Relation
- International Journal of Mental Health Nursing Vol. 34, Issue 1, no. e13453
- Publisher Link
- http://dx.doi.org/10.1111/inm.13453
- Publisher
- John Wiley & Sons
- Resource Type
- journal article
- Date
- 2025
- Description
- Clinical placements form an integral and important part of preregistration nursing student learning. The theory–practice gap has been identified as problematic, with clinical experience being a key strategy to address this. Despite this, the perceptions of nurse academics teaching preregistration mental health nursing regarding clinical placements have not been widely explored. To garner perspectives and experiences of mental health clinical placements from nurse academics teaching mental health nursing to preregistration nursing students. A descriptive qualitative study involving 19 nurse academics from 13 metropolitan and regional Australian universities, who were involved in the design and delivery of preregistration mental health nursing content. Data were analysed thematically. The study adhered to the Standards for Reporting Qualitative Research (SRQR). Participants reported that inappropriate clinical placements generate negative student experiences. Furthermore, mental health placements in nonspecialist settings such as medical-surgical or aged care compromised student learning and posed a barrier to linking theory to practice. Increasing meaningful and appropriate mental health clinical placements in nurse education requires investment and support from multiple stakeholders. Nurse academics are crucial stakeholders in terms of understanding the impact of mental health clinical placements. Appropriate mental health clinical placements are central to effective comprehensive nurse education. Academics teaching mental health in preregistration curricula are significant stakeholders, and their informed perceptions are central to compel change.
- Subject
- clinical placement; mental health nurse academics; mental health nursing; preregistration nursing curriculum
- Identifier
- http://hdl.handle.net/1959.13/1518204
- Identifier
- uon:57249
- Identifier
- ISSN:1445-8330
- Rights
- © 2024 The Author(s). International Journal of Mental Health Nursing published by John Wiley & Sons Australia, Ltd. This is an open access article under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
- Language
- eng
- Full Text
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