Introduction: Mental health clinical placements can reduce fear, stigma, and discrimination, yet mental health clinical placements are not mandatory nor sufficient to meet the needs of the growing number of students enrolled in nursing courses. It is important to understand the impact of professional learning and motivation for nursing students when attending clinical placement and identify how these can be adapted universally. 

  

Aims: An examination of the influence that the provision of structure had on the motivation and professional skills of nursing students working within a mental health clinical placement. 

  

Methods: This study used a quasi-experimental study design to examine the nursing clinical placement experience of nursing students enrolled in the Bachelor of Nursing degree. 114 nursing students completed a battery of pre and post-test surveys examining their perceptions of the social context, motivational responses, and levels of professional learning. 

  

Results: The provision of structure positively impacted on the motivation and professional learning of nursing students. 

  

Conclusions: Mental health clinical placements are key professional learning opportunities for nursing students. This research demonstrated the need to enhance knowledge and awareness of mental health nursing to all registered nurses working within any field of health. Autonomy-supportive clinical placements are more likely to enhance the learning opportunities and outcomes of nursing students and enhance clinical placement competencies to meet the needs of consumers. 

  

Significance: This research provided crucial insight into the learning outcomes of students engaged in clinical placements and highlights that provision of structure and social context significantly impacts on the professional learning of nursing students. 

 

Anita Cregan

 

School of Education and School of Nursing, University of Wollongong, NSW, 2522