Abstract
Limited curriculum enhancement resources are available to psychiatric nurse educators. This article provides a clinical teaching guide for novice instructors teaching an introductory psychiatric nursing course. The investigation is grounded in a constructivist theoretical framework and extends a previous case study project that explored how students learn during a mental health practicum (Melrose 1998, Melrose & Shapiro 1999). The guide was tested and modified by applying a qualitative outcome analysis methodology. Insight into interpreting student behaviour and providing appropriate and stage-specific teaching tools is revealed. Theoretical components, assessment questions for teachers, student behavioural signs and teaching strategies are identified and discussed to describe significant features in creating personally meaningful learning experiences.
| Original language | English |
|---|---|
| Pages (from-to) | 381-389 |
| Number of pages | 9 |
| Journal | Journal of Psychiatric and Mental Health Nursing |
| Volume | 9 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2002 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
Keywords
- Psychiatric teaching guide
- Qualitative outcome analysis
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