Inclusivity in Practice Education: The Views and Experiences of Nurse Educators Supporting Nursing Students With Mental Health Needs in Mental Health Clinical Placements

Abstract

Aim: This study aimed to explore the perspectives and experiences of Nursing Practice Supervisors and Assessors, referred to as Nurse Educators, regarding their support for students with mental health needs during mental health clinical placements. Design: A qualitative survey design was employed to delve into Nurse Educators' views and experiences at two Mental Health Trusts in the Southeast of England, UK. Methods: Data were collected using Google Forms to create an anonymous online questionnaire. Thirty-five Nurse Educators, comprising Practice Supervisors and Practice Assessors from two National Health Trusts, providing placements for two universities in the Southeast of England, responded to the survey. Thematic analysis was conducted to interpret the responses. Results: Factors which facilitated and inhibited Nurse Educators efforts to supporting students' mental health needs during placements were identified. They encompassed personal, professional, and procedural issues which were intricately intertwined to support students with mental health needs. While most Nurse Educators expressed a willingness to support students with mental health needs, challenges regarding the reasonableness of adjustments and their impact on Nurse Educators' practice were widely reported. Recommendations include a review of learning arrangements, guidelines, and policies for students with mental health needs in clinical placements, as well as tailored training of students' inclusive needs for Nurse Educators. No patient or public contribution.