Creating Effective Post-Pandemic Psychiatric Nursing Clinical Experiences Using the Roy Adaptation Model

Area of Science:

• Nursing Education
• Psychiatric Nursing
• Pandemic Impact

Background:

• COVID-19 pandemic significantly limited psychiatric clinical rotations for student nurses.
• Disruptions restricted essential learning experiences and led to lasting changes in clinical settings.
• Student nurses faced challenges in gaining practical exposure to psychiatric care.

Purpose of the Study:

• To present a unified strategy for supporting student nurses in psychiatric clinicals post-pandemic.
• To address the unique needs of nursing students in evolving psychiatric clinical environments.
• To guide educators and practitioners in optimizing psychiatric nursing education.

Main Methods:

• A literature review was conducted, framed by the Roy Adaptation Model (RAM).
• The Roy Adaptation Model provided a theoretical lens for analyzing the impact on student nurses.
• The study explored existing literature on psychiatric clinicals and pandemic-related challenges.

Main Results:

• Results are discussed through the four modes of the Roy Adaptation Model: Physiological, Self-Concept, Role Function, and Interdependence.
• Identified strategies focus on enhancing student learning experiences.
• The findings emphasize the importance of supporting students' overall health and wellness.

Conclusions:

• Educators and practitioners must create high-quality, safe learning environments for student nurses.
• Implementing adaptive strategies can mitigate the negative impacts of pandemic-related disruptions.
• Ensuring comprehensive support is crucial for the development of competent psychiatric nurses.