Experiences of pre-registration student nurses during mental health clinical placements that enhance practice learning: an integrative literature review

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Citation

Partington, J., Brook, J. and McKeown, E. (2024), "Experiences of pre-registration student nurses during mental health clinical placements that enhance practice learning: an integrative literature review", The Journal of Mental Health Training, Education and Practice, Vol. 19 No. 3, pp. 153-169. https://doi.org/10.1108/JMHTEP-09-2023-0085