Using Intentional, Student-Centered Reflection to Address Mental Health and Self-Care in Prelicensure Nursing
1About the Authors Sara Gifford, DNP, RN, AGCNS-BC, is an assistant professor, University of Detroit Mercy, Detroit, Michigan. Andrea Kwasky DNP, PMHNP-BC, PMHCNS-BC, is a professor, University of Detroit Mercy. For more information, contact Dr. Gifford at zawacksf@udmercy.edu .
Abstract:
Prelicensure nursing students manage various stressors, including a rigorous curriculum, physically and psychologically demanding clinical rotations, supplementary work, family responsibilities, and an evolving licensure exam. Because of these stressors, nursing programs must address students' mental health concerns and the potential impact on academic performance. At a private university in the Midwest, a student-centered care plan reflection was implemented to support mental health concerns about the National Council Licensure Examination and promote coping skills. In response, students reported increased motivation, improved stress management, and reduced anxiety.
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