“I’m scared”: Journaling Uncovers Student Perceptions Prior to a Psychiatric Clinical Rotation

Abstract

BACKGROUND: The United States is experiencing a shortage of mental health practitioners. A growing body of evidence shows that nursing students state that mental health is among the least desirable specialties, citing anxiety as a prominent factor. This study builds on existing knowledge and seeks to understand undergraduate nursing students’ goals and perceptions about mental health prior to a mental health course utilizing a semistructured clinical journal. AIMS: To explore undergraduate nursing students’ goals and perceptions in order to develop strategies that may positively influence students’ thoughts about mental health nursing. METHOD: Utilizing qualitative methodology, students’ journal entries ( n = 90) were coded into keywords by frequency, forming the basis of themes in this study. RESULTS: Analysis found that nursing students are primarily concerned with their ability to communicate effectively with mental health patients, leading to fears about the upcoming mental health practicum. Although not prompted, students also discussed various stigmas surrounding mental health patients and disorders. CONCLUSION: Students enter the mental health course and practicum with a variety of preconceptions. Nurse educators play a central role in identifying and developing psychoeducational strategies to address student concerns and increase students’ interest in mental health nursing.