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Student voice in curriculum making.

R Thornton1, H Chapman

  • 1School of Nursing, Queensland University of Technology, Red Hill, Australia.

The Journal of Nursing Education
|March 22, 2000
PubMed
Summary
This summary is machine-generated.

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Student nurses

Area of Science:

  • Nursing Education
  • Psychiatric Nursing
  • Student Experience

Background:

  • Clinical learning is crucial for nursing students.
  • Psychiatric nursing placements offer unique challenges and learning opportunities.
  • Evaluating student perspectives is vital for curriculum improvement.

Purpose of the Study:

  • To critically analyze undergraduate nursing students' perceptions of their psychiatric clinical learning experiences.
  • To identify strengths and weaknesses in clinical practice, staff, facilitators, and students themselves.
  • To inform the development of effective psychiatric nursing practicums.

Main Methods:

  • A questionnaire was administered to 117 undergraduate student nurses.
  • Students critically reflected on their psychiatric clinical learning.

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  • Data were analyzed using inductive theme derivation and frequency distributions.

    • Main Results:

    • Key themes emerged regarding clinical practice, nursing staff, facilitators, and student self-perceptions.
    • Identified areas for improvement in the quality of psychiatric clinical education.
    • Student feedback highlighted aspects often overlooked in curriculum design.

    Conclusions:

    • Student voice is essential for enhancing psychiatric nursing education.
    • The findings provide valuable insights for planning and supervising clinical practicums.
    • Integrating student feedback is crucial for curriculum development and improvement.