Moxham Lorna, Foster Kim, Happell Brenda, Lakeman Richard, Hazelton Michael, Hurley John
Faculty of Science, Medicine and Health, University of Wollongong, Wollongong, New South Wales, Australia.
Australian Catholic University, Melbourne, Victoria, Australia.
Int J Ment Health Nurs. 2025 Feb;34(1):e13453. doi: 10.1111/inm.13453. Epub 2024 Oct 11.
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.
临床实习是注册前护理专业学生学习中不可或缺且重要的一部分。理论与实践的差距已被视为一个问题，临床经验是解决这一问题的关键策略。尽管如此，注册前心理健康护理教学的护士学者对临床实习的看法尚未得到广泛探讨。旨在收集为注册前护理专业学生讲授心理健康护理的护士学者对心理健康临床实习的观点和经验。一项描述性定性研究，涉及来自澳大利亚13所大都市和地区大学的19名护士学者，他们参与了注册前心理健康护理内容的设计和授课。对数据进行了主题分析。该研究遵循了定性研究报告标准（SRQR）。参与者报告称，不适当的临床实习会给学生带来负面体验。此外，在非专科环境（如内科-外科或老年护理）中的心理健康实习会影响学生的学习，并对理论与实践的联系造成障碍。在护理教育中增加有意义且合适的心理健康临床实习需要多个利益相关者的投入和支持。就理解心理健康临床实习的影响而言，护士学者是至关重要的利益相关者。合适的心理健康临床实习是有效的综合护理教育的核心。在注册前课程中讲授心理健康的学者是重要的利益相关者，他们的明智看法对于推动变革至关重要。
