‘Working as a Real Nurse’: Nursing Students’ Experiences of a Clinical Education Ward in Psychiatric Care

Figures & data

Table 1. Interview guide.

How did you experience your clinical education at the psychiatric education ward? How did you experience the information prior to your clinical education (theoretical education, information from the ward)? How did you experience the learning environment at the psychiatric clinical education ward (team members, preceptor and students)? Did you have an opportunity to practise nursing assignments? Give examples. Were you able to practise your theoretical knowledge? Give examples. Did you participate in reflection? Give examples. How did you experience your relationship with your preceptor (collaboration, support, reflection, feedback)? How did you experience your relationship with your peer and other students? Did you accomplish your learning goals and if so, how did you do it? How did you experience the clinical education ward compared to your previous experiences of clinical education? Do you have anything else you want to add?

Table 2. Participants’ characteristics.

Students	N = 16
Age	21 − 30 years
Sex	Female n = 13; Male n = 3
Previous experience of Peer Learning	n = 1
Previous experience of Clinical Education ward	n = 1

Table 3. Examples of the analysis process.

Student	Meaning Unit	Code	Category	Subtheme	Main Theme
S13	The ward provided the opportunities for me to practise nursing…collaboration with all staff enabled me to access patientcare…I was allowed to do everything.	Space and access to nursing tasks	The learning space with the continuous support and collaboration	An enriched and adapted learning environment	Clinical practice on the psychiatric education ward with peer learning supported independence and progression into the future nursing role
S4	We worked well together, my peer and me, we collaborated, divided tasks between us…and we learnt from one another during practice, it was easier to ask my peer…	Support and collaboration between peers	The ward with the structured educational model
S10	…I acquired knowledge by doing tasks on my own. I was encouraged to do the tasks on my own…it was scary in the beginning…as time went by, I felt more secure.	Developing by performing nursing tasks independently	The experience of personal and professional progress
S7	I had the time to talk to my patients and get involved in their problems…I developed my communication skills…	Engaging in patient care through communication	Learning through patient encounter	Learning environment focusing on psychiatric nursing
S3	…if I had a conversation with a patient or if something happened during my shift, we students reflected on it. We reflected with our preceptor also…which was helpful…I did not go home with a feeling of unresolved thoughts…	Clarifying and sharing experiences and thoughts	Learning through reflection
S2	It was helpful for my learning that I read about things we covered in the psychiatric course, so I had basic knowledge to build on through meeting real patients…	Piecing together theory and practice	Learning through integration of theory and practice

Table 4. Identified main theme, subthemes, and categories.

Main Theme	Subthemes	Categories
Clinical practice on the psychiatric clinical education ward with peer learning supported independence and progression into the future nursing role	An enriched and adapted learning environment	The learning space with continuous support and collaboration The ward with the structured educational model The experience of personal and professional progress
	Learning environment focusing on psychiatric nursing	Learning through patient encounter Learning through reflection Learning through integration of theory and practice