Heunis J Christo, Kigozi-Male N Gladys, Maeko Mahlatse, van Jaarsveldt Deirdre
Centre for Health Systems Research & Development, University of the Free State, Bloemfontein, 9300, South Africa.
School of Nursing, University of the Free State, Bloemfontein, 9300, South Africa.
BMC Nurs. 2025 Jul 30;24(1):997. doi: 10.1186/s12912-025-03606-8.
Integrating mental health education into undergraduate nursing curricula is essential for equipping primary health care nurses to effectively address mental health challenges. Despite the growing burden of mental health disorders in South Africa, nursing graduates often lack sufficient mental health training, limiting their ability to provide holistic care. This study investigated the perspectives of nurse educators and preceptors and nursing students on the integration of mental health in nursing education.
An exploratory case study design was employed. Data were collected through individual interviews guided by a structured interview schedule. Participants - comprising purposefully selected nurse educators, nurse preceptors, and undergraduate nursing students - were drawn from a South African nursing education institution. Data collection occurred between October and November 2023. Thematic analysis was conducted to distil key perspectives from the interviews.
Three central themes emerged: The first theme was "curriculum and teaching challenges"- Educators faced difficulties in bridging theory and practice due to limited hands-on training opportunities. While innovative teaching methods had previously enhanced learning, ethical and emotional concerns arose when students shared subjective experiences. The second theme was "students' attitudes and preparedness"- Initially, students exhibited indifference toward mental health care, but clinical exposure gradually shifted their perceptions. However, emotional unpreparedness and fear of psychiatric settings hindered their learning experiences. The third theme was "suggestions for strengthening mental health care integration"- Participants advocated for enriched theoretical content, increased clinical hours, early and continuous exposure to mental health care, structured emotional debriefing sessions, and short courses aimed at enhancing practical competence and student support.
This study highlights the disparity between ideal mental health education and the reality within South African undergraduate nursing curricula. Educators, preceptors, and students emphasised the need for comprehensive training reforms, including early exposure, extended practical hours, structured emotional support, and mentorship. Such measures could foster a more realistic approach to mental health nursing and better prepare graduates to deliver integrated mental health care within primary health care settings.
Not applicable.
将心理健康教育纳入本科护理课程对于使初级保健护士有能力有效应对心理健康挑战至关重要。尽管南非心理健康障碍的负担日益加重，但护理专业毕业生往往缺乏足够的心理健康培训，限制了他们提供整体护理的能力。本研究调查了护士教育工作者、带教老师以及护理专业学生对护理教育中整合心理健康内容的看法。
采用探索性案例研究设计。通过结构化访谈提纲指导下的个人访谈收集数据。参与者包括从南非一所护理教育机构中特意挑选的护士教育工作者、带教老师和本科护理专业学生。数据收集于2023年10月至11月期间进行。进行主题分析以提炼访谈中的关键观点。
出现了三个核心主题：第一个主题是“课程与教学挑战”——由于实践培训机会有限，教育工作者在将理论与实践相结合方面面临困难。虽然创新教学方法此前增强了学习效果，但当学生分享主观经历时，出现了伦理和情感方面的问题。第二个主题是“学生的态度与准备情况”——起初，学生对心理健康护理表现出冷漠，但临床实习逐渐改变了他们的看法。然而，情感上的准备不足以及对精神科环境的恐惧阻碍了他们的学习体验。第三个主题是“加强心理健康护理整合的建议”——参与者主张丰富理论内容、增加临床实习时长、尽早并持续接触心理健康护理、开展结构化的情感汇报会以及开设旨在提高实践能力和为学生提供支持的短期课程。
本研究凸显了南非本科护理课程中理想的心理健康教育与现实之间的差距。教育工作者、带教老师和学生强调需要进行全面的培训改革，包括尽早接触、延长实践时长、提供结构化的情感支持和指导。这些措施可以促进对心理健康护理采取更实际的方法，并更好地使毕业生为在初级保健环境中提供综合心理健康护理做好准备。
不适用。
