A comparison of conventional and nonconventional clinical mental health placement settings for preregistration nursing students: Results from a quasi-experimental research project

Abstract

Background

Clinical placements, or learning in practice experiences, have a profound effect on preregistration nursing students’ interest in pursuing mental health nursing post-graduation and their attitudes towards mental illness.

Aim

To investigate the impact of preregistration nursing students’ involvement in a nonconventional mental health placement compared to students attending a conventional mental health placement.

Methods

A quasi-experimental approach was adopted. Preregistration nurses attending either a conventional (n = 52) or nonconventional (n = 90) mental health learning in practice placement completed the 24-item Pre-Placement Survey.

Findings

Students who attended a conventional learning in practice placement setting showed no change in responses. Students who attended the nonconventional learning in practice setting reported decreased Negative Stereotypes and Anxiety Surrounding Mental Illness post-placement, including increased Future Career Interest in Mental Health Nursing and belief that mental health nurses make Valuable Contributions.

Discussion

These findings echo the wider literature, which highlights that mental health learning in practice placements have an influence on mental health–related stigma and intention to practice.

Conclusion

Mental health learning in practice placements for preregistration nurses in a nonconventional setting may promote the pursuit of mental health nursing post-registration. As a potential pipeline into an undersupplied specialist practice area, it is imperative for education providers to consider the benefits of nonconventional placement models and incorporate them into curricula.