Are new mental nurses prepared for practice?
| Published date | 08 June 2015 |
| DOI | https://doi.org/10.1108/MHRJ-10-2014-0040 |
| Pages | 119-130 |
| Date | 08 June 2015 |
| Author | Andrew Walsh |
| Subject Matter | Health & social care,Mental health |
Are new mental nurses prepared
for practice?
Andrew Walsh
Andrew Walsh is Senior
Lecturer at the Mental Health
and Learning Disabilities,
Faculty of Health, Education
and Life Sciences,
Birmingham City University,
Birmingham, UK.
Abstract
Purpose –As well as working with people who have serious mental health problems, mental health nurses
have to maintain a values-based approach to their interactions with mental health service users. However,
some have suggested that students and newly qualified nurses are unprepared for this role. The purpose of
this paper is to explore perceptions of practising mental health nurses, third year mental health nurse
students and lecturers about how well students are being prepared for practice.
Design/methodology/approach –A two-phase phenomenological study within a mental health nurse
training institution and with staff from a Mental Health Trust in England. The study collected questionnaire
responses from 87 participants (42 third year mental health nurse students, 39 practising mental health
nurses and six nurse lecturers). A Likert scale questionnaire with written feedback produced data that formed
the schedule for ten subsequent focus groups with 41 participants from the above categories. Focus group
data were analysed using a process of interpretive phenomenological analysis. This led to the development of
three main study themes. The transition from student to registered nurse is difficult, the importance of learning
from experience, violence and aggression is difficult to manage, working effectively with victims of sexual
abuse or those who have a diagnosis of personality disorder is difficult.
Findings –Whilst the study found some evidence to suggest the development of positive values there
is a perception that newly qualified mental health nurses lack confidence in other important areas.
Participants also expressed doubt about whether it was possible to prepare someone for practice
completely. Another finding was that the relationship between student and the mentor is critical to the quality
of practice learning.
Research limitations/implications –Study limitations are that this is a small selection of participants from
one particular area. The researcher attempted to ensure that this study has internal validity. However, it is
possible to question the extent to which findings may apply to other areas. Therefore, this study may be most
useful to others as a basis for the discussion and comparison of these issues within mental health nurse
educators.
Practical implications –The need to encourage proactive learning approaches in students is emphasised.
Universities should facilitate the sharing of clinical learning experiences as well as developing realistic training
in the management of violence and aggression. It is possible to question how well nurses are prepared to
work with the physical health needs of service users.
Originality/value –This paper gives information about mental health nurse preparation for practice, which
will be of value to training organisations as well as to employers of newly qualified mental health nursing staff.
Keywords Mental health nursing, Phenomenology, Pre-registration, Training programmes,
Psychiatric nursing
Paper type Research paper
Introduction
This paper focuses on the educational preparation of mental health nurses for practice and
specifically examines a mental health nurse training course in England. This study set out to
examine perceptions about how well mental health nurses are being prepared to deliver safe and
compassionate care with particular groups of mental health service users. The intention was to
provide a snapshot of the situation amongst students qualifying in 2013 under the previous
Received 23 October 2014
Revised 16 January 2015
16 April 2015
Accepted 17 April 2015
The author would like to
acknowledge the assistance given
by Hadjer Bensiali, Frances Byrne
and Professor Maxine Lintern in
the development of this paper.
DOI 10.1108/MHRJ-10-2014-0040 VOL. 20 NO. 2 2015, pp. 119-130, © Emerald Group Publishing Limited, ISSN 1361-9322
j
MENTALHEALTH REVIEW JOURNAL
j
PAG E 11 9
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