School of Nursing Midwifery and Social Sciences, Central Queensland University, Rockhampton, Queensland, Australia.
Int J Ment Health Nurs. 2022 Jun;31(3):677-686. doi: 10.1111/inm.12987. Epub 2022 Mar 4.
Clinical learning experiences are known to exacerbate nursing student anxiety, causing them to present to clinical placement in distressed, meaning anxious, states. Students already living with anxiety are also more likely to suffer setbacks at this time. Supervising Registered Nurses (RNs), in the clinical settings, struggle to support this student cohort. A professional development activity was designed to introduce RNs to higher education and nursing students' known mental health concerns (such as anxiety) and to arm them with strategies for working with distressed students. A research approach that enabled researchers to collaborate with participants was employed to design the intervention. A study evaluated the impact of the educational intervention with 45 Australian RN supervisors. Two tailed T-tests were chosen to explore the statistical difference between pre- and post-test mean results across the survey items. A 95% confidence interval was used. Statistical significance was set at <0.05. The evaluation indicated the activity could be useful for improving supervising RNs' mental health literacy, thus enhancing their understanding of how to work with distressed students. Participants recommended the activity be offered to any staff supporting student clinical learning. Collaboration between nursing researchers and nursing clinical staff produced a meaningful professional development activity and motivated the participants to increase their mental health literacy and understanding of strategies to support distressed students. Future projects should adopt similar approaches that would support both RNs' ability to support students' during clinical learning and students in distress would also benefit.
临床学习经验已知会加剧护理学生的焦虑，导致他们在痛苦的、焦虑的状态下出现在临床实习中。已经患有焦虑症的学生在这个时候也更有可能遭受挫折。在临床环境中监督注册护士（RNs）的人努力支持这一学生群体。一项专业发展活动旨在向 RNs 介绍高等教育和护理学生已知的心理健康问题（如焦虑症），并为他们提供与焦虑学生合作的策略。采用了一种使研究人员能够与参与者合作的研究方法来设计干预措施。一项研究评估了该教育干预对 45 名澳大利亚 RN 主管的影响。选择双尾 T 检验来探索调查项目中前后测均值结果的统计差异。置信区间为 95%。统计显著性设定为 <0.05。评估表明，该活动对于提高监督 RN 的心理健康素养可能是有用的，从而增强他们对如何与焦虑学生合作的理解。参与者建议向任何支持学生临床学习的工作人员提供该活动。护理研究人员和护理临床工作人员之间的合作产生了一项有意义的专业发展活动，并促使参与者提高了他们的心理健康素养和支持焦虑学生的策略理解。未来的项目应该采用类似的方法，既支持 RN 支持学生在临床学习期间的能力，也使处于困境中的学生受益。
