Search results

The aim of this study was to explore empirical literature on the experiences of pre-registration student nurses during mental health clinical placements and identify factors that enhance practice learning.

An integrative mixed-methods approach and constant comparative synthesis were chosen. Eligible studies were from 2009 onwards sampling student experiences of mental health placements within undergraduate and postgraduate degree entry to practice nursing programmes, excluding academic-only experiences. The search was last conducted on 14th August 2021 and included MEDLINE, CINAHL and APA PsycINFO databases.

The search strategy identified 579 studies, of which 10 met the eligibility criteria. Seven of the articles reported qualitative research; two were based on quantitative studies, and one had a mixed-methods design. There was international representation across six countries. All studies examined the experiences of pre-registration student nurses during mental health clinical placements. The total number of participants was 447, comprised of students, nongovernmental organisations and community members.

The review identified four influential themes that enhance practice learning: immersion in the nursing role; relationships that empower autonomous learning; opportunity for defined and subtle skill development; and student experiences of people with mental health needs. Further research is required on culture, subtle skill development and the socialisation process of students with the mental health nurse professional identity.

Control of quality is being shifted from academics to other agencies, particularly employers and Government. Suggests that the role of students is changing as expectations of, for example, course content and provision and the quality of that provision become more defined. This necessitates greater understanding of both the needs and the demands of students. Describes a Personal Development Portfolio proposed for use in a new Modular Business Scheme at Teesside Business School which is intended to meet this need.

Explores the relationships between quality assessment and staff development in higher education and their role in changing the culture of higher education. Addresses the processes of quality assessment and the nature of staff development. Demonstrates how staff development has contributed to quality assessment and how quality assessment has contributed to staff development, and offers some suggestions for future directions.