From novice to competent practitioner: tracking the progress of undergraduate mental health nursing students.
This study explores the perceptions of, and outcomes for, a group of undergraduate mental health nursing students over a 3-year period from the point at which they made their choice to take the mental health branch of a 4-year degree programme in nursing, to working in the practice setting as registered nurses. Semi-structured interviews were completed at three points in their career: (a) at the end of the common foundation programme, when students had made their choice to take the mental health option; (b) at the end of the fourth year of the undergraduate programme; and (c) 1 year post-qualification. Questions were generated around five main themes: career choice, personal change and development, evaluation of the curriculum, ideas about mental health nursing and career plans. Despite some initial ambivalence at the start of the branch, students were happy with their career choice at follow-up, which was reinforced by significant clinical progress. All of the group were working in acute hospital settings despite being in possession of the community mental health qualification. Substantial evidence of these students' 'fitness for purpose' is offered, although some disillusionment with the contrast between student life and the real world of work is noted. Questions are posed as to the role of clinical supervision and education in preventing negative professional socialization. Recommendations are also made about recruitment to and design of mental health nursing courses.
Ferguson
K
K
School of Nursing, Midwifery and Health Visiting, University of Manchester, England.
Hope
K
K
D002321:Career Choice; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate; D004739:England; D006801:Humans; D007588:Job Satisfaction; D008137:Longitudinal Studies; D011568:Psychiatric Nursing / Q000193:education*; D013338:Students, Nursing