What are nurse practice assessors’ priorities when assessing student mental health nurses? A qualitative content analysis

PAINTER, Jo and BOND, Carmel (2023). What are nurse practice assessors’ priorities when assessing student mental health nurses? A qualitative content analysis. Nurse Education in Practice, 72: 103776.

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Official URL: http://dx.doi.org/10.1016/j.nepr.2023.103776
Open Access URL: https://www.sciencedirect.com/science/article/pii/... (Published version)
Link to published version:: https://doi.org/10.1016/j.nepr.2023.103776


Background UK healthcare policy has observed over a decade of changes that has focussed on healthcare staffs’ professional values as a marker for safe, high-quality care In 2018 the regulatory body for nursing and midwifery introduced several new proficiencies, with an emphasis on physical health assessment. However, a global debate has since surfaced regarding the generification of nurse education, which has been thought to have eroded field specific skills in mental health nursing. Aim To explore the priorities of practice assessors, articulated within the open comments written within online practice assessment documents. Methods A qualitative study was conducted, with data collected from comments made within online practice assessment documents relating to the ongoing assessment of student mental health nurses at one UK University. 26 individual sets of assessor comments were collected. An inductive content analysis was used to explore the nature of qualitative feedback provided to student mental health nurses, generated by mental health practice assessors. The COREQ checklist was used for the reporting of the study. Results Findings demonstrated that practice assessors were prioritising two core areas or broad-based skills categories: ‘transactional’ and ‘transformational’ competencies. Transactional competencies related to the practical application of specific tasks. Transformational competencies were commented on more frequently and placed emphasis on the students’ personal attributes and characteristics, and how these contribute to ‘good’ mental health nursing practice. Conclusion Mental health nurses prioritise assessing student nurses in relation to their personal attributes, work ethic, and values that are congruent with humanist perceptions of mental health nursing.

Item Type: Article
Uncontrolled Keywords: 1110 Nursing; 1302 Curriculum and Pedagogy; Nursing; 3901 Curriculum and pedagogy; 4204 Midwifery; 4205 Nursing
Identification Number: https://doi.org/10.1016/j.nepr.2023.103776
SWORD Depositor: Symplectic Elements
Depositing User: Symplectic Elements
Date Deposited: 08 Sep 2023 09:53
Last Modified: 08 May 2024 08:00
URI: https://shura.shu.ac.uk/id/eprint/32345

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