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Examination of a therapeutic-recreation based clinical placement for undergraduate nursing students: A self-determined perspective

Journal Article


Abstract


  • Nursing students across the globe are expected to undertake clinical placements. To date, there have been no

    studies that have examined the potential educational benefits for undergraduate nursing students engaged in a

    mental health clinical placement grounded in self-determination theory. The present study examined the experiences

    of undergraduate students engaged in a mental health clinical placement termed Recovery Camp. An

    ethnographic methodology within a case study approach was used. The researchers were immersed in the

    clinical placement, which took place at a YMCA camp facility. Participants were 20 3rd year undergraduate

    nursing students. To gain insight and understanding, the researchers used interviews, observations, and reflective

    journals. The constant-comparative method was used to analyse the data. Emergent themes identified

    from systematic analysis were: (a) social connection and (b) experiential learning. Recovery Camp facilitated a

    sense of inclusion and positive/supportive behaviour. It also enhanced student learning and understanding of

    symptoms of mental illness. Findings from this study support and extend findings for the use of therapeuticrecreation

    based work placement experiences in the clinical education of future nurses. Findings demonstrated a

    link between this type of placement and undergraduate student's development of deeper knowledge of symptoms

    and experiences associated with mental illness.

Publication Date


  • 2018

Citation


  • Perlman, D., Taylor, E., Moxham, L., Sumskis, S., Patterson, C., Brighton, R. & Heffernan, T. (2018). Examination of a therapeutic-recreation based clinical placement for undergraduate nursing students: A self-determined perspective. Nurse Education In Practice, 29 15-20.

Scopus Eid


  • 2-s2.0-85033604198

Number Of Pages


  • 5

Start Page


  • 15

End Page


  • 20

Volume


  • 29

Place Of Publication


  • United Kingdom

Abstract


  • Nursing students across the globe are expected to undertake clinical placements. To date, there have been no

    studies that have examined the potential educational benefits for undergraduate nursing students engaged in a

    mental health clinical placement grounded in self-determination theory. The present study examined the experiences

    of undergraduate students engaged in a mental health clinical placement termed Recovery Camp. An

    ethnographic methodology within a case study approach was used. The researchers were immersed in the

    clinical placement, which took place at a YMCA camp facility. Participants were 20 3rd year undergraduate

    nursing students. To gain insight and understanding, the researchers used interviews, observations, and reflective

    journals. The constant-comparative method was used to analyse the data. Emergent themes identified

    from systematic analysis were: (a) social connection and (b) experiential learning. Recovery Camp facilitated a

    sense of inclusion and positive/supportive behaviour. It also enhanced student learning and understanding of

    symptoms of mental illness. Findings from this study support and extend findings for the use of therapeuticrecreation

    based work placement experiences in the clinical education of future nurses. Findings demonstrated a

    link between this type of placement and undergraduate student's development of deeper knowledge of symptoms

    and experiences associated with mental illness.

Publication Date


  • 2018

Citation


  • Perlman, D., Taylor, E., Moxham, L., Sumskis, S., Patterson, C., Brighton, R. & Heffernan, T. (2018). Examination of a therapeutic-recreation based clinical placement for undergraduate nursing students: A self-determined perspective. Nurse Education In Practice, 29 15-20.

Scopus Eid


  • 2-s2.0-85033604198

Number Of Pages


  • 5

Start Page


  • 15

End Page


  • 20

Volume


  • 29

Place Of Publication


  • United Kingdom