The Effects of Clinical Placement on Students' Confidence in Their Mental Health Nursing Competencies
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Abstract
Concerns have been expressed about the ability of nov- ice nurses to provide competent mental health care (Tognazinni, Davis, Kean, Osborne, & Wong, 2008; Wyn- aden, Orb, McGowan, & Downie, 2000). This study eval- uated and compared the effects of a clinical placement on the confidence of baccalaureate nursing students in their mental health competencies. The study explored two re- search questions: 1) Does completing a clinical mental health course affect students' confidence in their mental health nursing competencies? 2) Do the confidence levels of students whose clinical courses take place in commu- nity settings differ from those whose clinical courses take place in acute in-patient units?BackgroundThe existing literature shows that certain variables may positively influence undergraduate baccalaureate nursing students' acquisition of mental health nursing competen- cies; specifically, the inclusion of a mental health theory course (Bairan & Farnsworth, 1989; Happell, 2009) and a clinical mental health course (Happell, 2008a, 2008b; Happell, Robins & Gough, 2008a, 2008b). A number of researchers have found that the clinical mental health course was optimally situated in a community setting (Happell, 2008c; McAllister, 2007; Wynaden et al., 2000), whereas one source found that hospital in-patient settings yielded better learning outcomes (Henderson, Happell, & Martin, 2007).MethodsampLe anD instRumentA voluntary convenience sample was obtained that con- sisted of undergraduate BSN students, with 20 situated in the in-patient hospital unit and 14 in community clinical settings. Pre- and posttest questionnaires were adminis- tered. The Mental Health Nursing Clinical Confidence Scale (Bell, Horsfall, & Goodin, 1998), a recognized instrument with well-established validity, was utilized. This instrument consists of a series of self-report questions, rated on a seven-point Likert scale, that evaluate the stu- dents' confidence in specific mental health care nursing competencies. Consent was obtained from all participants, and the project obtained formal approval from the partici- pating institution's research ethics board.Data AnalysisThe data were analyzed using SPSS (Version 14.0), with a generalized linear model (GLM) repeated measures analy- sis to control for type 1 error. The confidence scores were totaled to obtain each participant's total score for the pre- test and for the posttest. These values were used to analyze the data. The statistical analysis was conducted at a 95 percent confidence level with a p-value ResultsA Mauchly's test of sphericity was W = 1, which was great- er than a normal distribution of 0.05, so sphericity was as- sumed. The repeated measures analysis of the within-sub- jects variable showed a significant difference for tests (F = 18.599, p The results of this study provided support to two con- clusions: 1) Students' confidence in their mental health nursing competencies improved following their clini- cal mental health placement, supporting the findings of previous studies and underscoring the importance of including a clinical mental health course in undergrad- uate nursing programs. 2) The specific type of clinical placement (community versus in-patient) was not shown to have a significant effect on confidence levels, contra- dicting previous data.Discussion/Recommendations for ResearchUnforeseen implications arose that were not addressed in the existing literature. …
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it