Aims The aim of this study was to explore the effects of a pilot clinical community mental health placement on general nursing students' lived experiences throughout that placement. Method A qualitative thematic analysis was undertaken on general nursing students' reflective journals during their clinical mental health course. A two-stage process involving independent analysis and a dependent analysis of the journals was carried out to identify themes. Results Four themes were identified: preconceived notions; learning outcomes/experiences; atmosphere of the workplace; and holistic client-centered care. Conclusions The students in this community clinical rotation gained more compassion and understanding towards those with mental illness and positively transformed negative opinions. They encountered a warmer and more welcoming atmosphere than they had previously experienced in other clinical settings, acquired an appreciation for holistic and client-centered approaches to nursing care and achieved positive learning outcomes and experiences. Factors that may have contributed to positive learning outcomes included the process of reflective journaling and the supportive learning environment for students. Existing knowledge about pedagogical approaches to nursing education in clinical mental health was supported and extended, and recommendations made for avenues of future inquiry.
This study evaluated and compared the effects of clinical placement on the confidence of baccalaureate nursing students in their mental health competencies. The study explored two research questions: 1) Does completing a clinical mental health course affect students' confidence in their mental health nrusing competencies? 2) Do the confidence levels of students whose clinical courses take place in community settings differ from those whose clinical courses take place in acute in-patient units?
