Personal Student Interviews In Clinical Research

In the late 1980’s a study was performed by Lois Haggerty. Haggerty is a masters prepared nurse who wanted to study the differences of response to patient situations in different types of nursing education programs. Her study prompted a push for more research on this issue and for the increase in baccalaureate prepared nurses. The study began with 44 ADN and 31 BSN students preparing to graduate. They were presented with four case studies. They watched two videos of patients expressing somatic distress and two videos of patients expressing non-somatic distress. They were prompted to fill out a questionnaire for each scenario stating what they would say first to each patient. Haggerty discovered that both the ADN

Nursing students should know that collaboration is like a journey ( Gardner, 2005). And, they should start building trust opportunities by communicating. During clinicals, nursing students can even make time for face-to-face conversation with other registered nurses or even physicians so as to clarify expectations or request a plan, this will create the confidence in them. Even

With this interpersonal learning not only allows for the nurse to become comfortable with who they are as a caregiver, they are better equipped to accept other members for their uniqueness. Interpersonal learning is essential for psychiatric nursing practice particular in regards to the therapeutic use of self, as self-awareness and understanding of one's perspective can deter the nurse from imposing their personal beliefs onto the group, preventing objective practice as well as growth and communication from contributing group

The first six weeks of the nursing program has forced me to turn myself inside out and examine/analyze a lot about my way of life. It has forced me to look deeply into my communication and listening skills. I have learned many different ways to deal with situations and problems that may arise with my impersonal and Intrapersonal relationships. I’ve been trying out different skills with my roommate and trying to really understand what we do in class by actually doing it. I have always found it hard to express myself if I thought I would hurt someone or that a confrontation may arise. But I am now more aware of different ways to handle conversations so that I express myself fully ant the outcome is wondrous and successful. - author unknown

The endowment of Nursing is the personal voyage we bring with the customer and family from the supernatural occurrence of birth to the secret of death .Tracing the part and significance of correspondence hypothesis and practice in nursing requires and measure of theory and dependence on early nursing educational modules .It was in the clinical strength of psychiatric nursing that the ideas and speculations of correspondence and the medical attendant – tolerant relationship were to be produced and brought into the whole teach of nursing. Last tuned abilities are vital as medical attendants carry on with their own biography and take the stand concerning the stories of those they serve. Nurses speak with individuals under anxiety: customers, family

Critically analyzes and applies knowledge and skills gained from previous and concurrent learning in psychiatric/mental health nursing practice.

You put a great point on explaining things the way they can understand from known experience I understand what you mean when you say that.I also had to look at all the outcomes and made sure this was the job for me because I have seen somethings from working in a nursing home that made me rethink this field a couple of times.Now i'm for sure I want to make this my career I want to tell you good luck through out the course and enjoy your

Nursing student's experiences of their clinical practice provide greater insight to develop an effective clinical teaching strategy in nursing education. The main objective of this study was to investigate student nurses' experience about their clinical practice.

Traditionally, it has been argued that patients in acute psychiatric settings are generally medically stable, students have a chance to concentrate on using communication skills to establish a therapeutic relationship (Rosenberg & Gallo-Silver, 2011). However, numerous systematic reviews indicated that nursing students’ negative feelings can impede the development the process of therapeutic communication between psychiatric patients and nursing students (Al-Zayyat & Al-Gamal, 2013; Gale te al., 2016; Karimollahi, 2011). Therefore, if the communication fails, this will negatively impact on the safety of patients and nursing students safety (Kanerva et al., 2015).

The nurse-client relationship is the base for all psychiatric nursing treatment approaches regardless of the specific aim. It should be based on trust, understanding, genuineness, empathy, and reliability. Moreover, the relationship should have clear and appropriate boundaries established at the beginning, that are based on the needs of the patient solely. With this in mind, the nurse creates a nursing care plan that is unique and individualized for the patient allowing for interventions that are tailor to fit his or her needs.

Then afterward graduation and registration, nurses further expand and refine their communication skills as independent experts working within healthcare teams in unique settings. (Brown & Crookes, 2016). Developing these skills is an ongoing development as newly graduated nurses combine undergraduate training into experiences throughout clinical practice. Understanding the views of newly graduated nurses throughout the initial six months following graduation informs undergraduate educating pedagogies and ongoing education to prepare nurses as skilled, confident communicators with other healthcare staff, patients

Since then, I have wanted to learn what it takes to be a nurse, and what I have to do to achieve this goal. There have been many times when people have questioned my ability to go into nursing. They questioned whether I have the confidence it takes to provide the correct care to potential patients. Confidence has always been something I’ve struggled with, but throughout my high school journey I’ve built a persona strong enough to withstand many things – people’s comments being one of those. I know I have what it takes to help people when they can’t help themselves. I wasn’t quite sure what to do with my new inspiration for nursing, or where I would go to further my knowledge and develop into the best person for the job. It was a question left un-answered, until I visited Sam Houston State University in Dec 2016 for a college visit. I knew that in that instant that Sam Houston State is where I need to

The first theoretical assertion explains that the psychiatric nurse has a unique role that involves interaction and they help develop activities that emphasize the growth of an individual rather than focusing on the reason or cause of their mental illness. The second theoretical assertion explains that the only person who truly knows what it means and feels like to have a mental illness is the one suffering from the mental illness. The third assertion talks about the relationship between the nurse and the patient, how their relationship is continuously evolving, and that both parties have an active role. The fourth, and final assertion, is that mental illness may manifest itself through the problems of everyday activities of daily living, and the inability to cope with those problems. These four assertions help to guide one and provide a different view of how to handle someone in a mental crisis (Barker, 2001; Barker & Buchanan-Barker, 2004; Barker & Buchanan-Barker, 2005; Brooks, Murata & Tansey, 2008; Brooks,

Compassion, communication, ethics, critical thinking, adaptability, and eagerness to learn apart from having an understanding for other people's needs without prejudice are some of the essential skills every nursing practitioner should possess. Having completed a degree in Physiotherapy, I believe I have cultivated and developed all of the above essential qualities required and will endeavor to maintain and enhance them whenever possible. My current experience and credentials have helped me gain a firm and realistic understanding of what being a nurse entails and I am confident that I am ready for the commitment and academic challenges and demonstrate my stamina, reliability, and motivation to undertake the requisite curriculum.

Nurses are expected to provide advocacy for populations by embracing diversity (Koch et al., 2014). One population which nurses will encounter is the mental health community; however, many nurses may hold fear or negative attitudes toward this community due to personal experiences or a lack of instruction on how to interact with this population (Clement et al., 2015). Many nurses, nursing faculty, and nursing students may hold fear, negative attitudes, or aversion toward mental illness which frames their experiences; thus, perpetuating the fear of mental illness and negatively impacting the mental health nursing experience (Kashihara, 2015). Because nurses must be an advocate for their patients, regardless of mental health status, it is vitally important that nursing students are taught explicitly how to interact with and teach patients from the mental health community. The proposed research topic is to explore how explicit and focused education of student nurses on how to interact with and teach vulnerable populations, such as the mental health community, will affect their patient education competency and their attitudes toward these