Student Wellbeing, University of Derby, Derby, UK.
Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
J Adv Nurs. 2019 Jul;75(7):1539-1548. doi: 10.1111/jan.13989. Epub 2019 Apr 10.
To explore how academics on nursing and healthcare programmes are managing their roles and responsibility in relation to student mental health.
There is growing concern about the mental health of university students in general and healthcare students in particular. Shifts in Higher Education policy, encouraging a "whole university approach," may place greater responsibility for student mental health on academics. However, little is known about the challenges that poor student mental health creates for academics on healthcare programmes.
A qualitative approach, using semi-structured interviews and focus groups, provided the opportunity for in-depth analysis.
Fourteen academics on healthcare programmes, including seven lecturers from nursing programmes, were interviewed between May-June 2017. Constant comparison analysis was followed to support grounded theory.
Four key themes emerged. Academics had difficulty identifying and maintaining boundaries due to competing academic and professional identities. Student disclosures are accompanied by challenges arising due to professional responsibilities. Supporting student mental health on placement is difficult. Academics are aware and concerned about the potential negative impact of course content and practice on student mental health.
This is the first study to explore in-depth the challenges faced by academics on healthcare programmes by the rising prevalence of and concern for, student mental health. The findings indicate that leaders of nursing education programmes and their managers, need to be aware that academics face complex challenges in managing and responding student mental health and may struggle to maintain boundaries due, in part, to competing professional identities.
探讨护理和医疗保健专业的学者如何管理他们在学生心理健康方面的角色和责任。
人们普遍对大学生的心理健康，特别是对医护学生的心理健康越来越关注。高等教育政策的转变鼓励“全员参与”模式，这可能会让医护专业的学者承担更多学生心理健康方面的责任。然而，对于学生心理健康不佳给医护专业的学者带来的挑战，我们知之甚少。
采用定性方法，使用半结构式访谈和焦点小组，为深入分析提供了机会。
2017 年 5 月至 6 月期间，对 14 名医疗保健专业的学者进行了访谈，其中包括 7 名来自护理专业的讲师。采用恒比分析方法支持扎根理论。
出现了四个关键主题。由于学术和专业身份的竞争，学者们难以确定和维护界限。学生的披露伴随着由于专业责任而产生的挑战。在实习中支持学生的心理健康很困难。学者们意识到并关注课程内容和实践对学生心理健康的潜在负面影响。
这是第一项深入探讨护理教育项目学者面临的挑战的研究，这些挑战源于学生心理健康问题的日益普遍和对其的关注。研究结果表明，护理教育项目的领导者及其管理者需要意识到，学者们在管理和应对学生心理健康方面面临着复杂的挑战，并且由于竞争的专业身份，他们可能难以维持界限。
