Learning to Respond to Thought-Disordered Speech – Nursing Students’ Experiences: A Mixed Method Study

McGarry, Denise Elizabeth

Learning to Respond to Thought-Disordered Speech – Nursing Students’ Experiences: A Mixed Method Study

McGarry, Denise Elizabeth

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Publication Type:: Thesis
Issue Date:: 2021

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Field	Value	Language
dc.contributor.author	McGarry, Denise Elizabeth
dc.date.accessioned	2022-02-22T01:30:02Z
dc.date.available	2022-02-22T01:30:02Z
dc.date.issued	2021
dc.identifier.uri	http://hdl.handle.net/10453/154758
dc.description	University of Technology Sydney. Faculty of Health.	en_US.UTF-8
dc.description.abstract	𝗜𝗻𝘁𝗿𝗼𝗱𝘂𝗰𝘁𝗶𝗼𝗻 Nursing students experience challenges in responding to people who exhibit thought-disorder. Learning how to respond in a manner supportive of consumers' recovery goals is important to beginning nursing practice across many clinical fields. 𝗔𝗶𝗺𝘀 The aim of this research study was to explore how pre-registration nursing students were prepared to respond to people experiencing thought-disorder according to students, recent graduates and mental health nursing academics. 𝗠𝗲𝘁𝗵𝗼𝗱𝘀 A sequential, two-phase mixed methods project was undertaken to explore the learning and teaching experiences of nursing students and recent graduates. Quantitative and qualitative data were collected from 148 nursing students by online survey, followed by semi-structured interviews with 11 nursing students and 12 mental health nursing academics. 𝗥𝗲𝘀𝘂𝗹𝘁𝘀 Analysis of the results found that little direct learning and teaching supporting skills development in responding to thought-disorder was reported. Learning of mental health nursing skills was described as having little focus in pre-registration nursing programs but all participants confirmed the importance of learning to respond to thought-disorder as a pre-registration beginning nursing skill. Clinical placement was suggested by all participants as the context for learning how to respond to people exhibiting thought-disorder in their speech. 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻 𝗮𝗻𝗱 𝗰𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻 Strategies to prepare nursing students with therapeutic communication skills needs further exploration. Determination of effective learning strategies is warranted to prepare nursing students for beginning practice across many clinical environments in responding to people exhibiting thought-disordered speech. The development of these learning strategies should employ the insights of Experts by Experience to help ensure all nurses are equipped to support consumers to achieve their recovery goals in health care.	en_US.UTF-8
dc.format	Thesis (PhD)
dc.language.iso	en_US	en_US.UTF-8
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/154758/2/02whole.pdf
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	au.edu.uts.lib/ppc
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Learning to Respond to Thought-Disordered Speech – Nursing Students’ Experiences: A Mixed Method Study	en_US.UTF-8
dc.type	Thesis
utslib.copyright.status	open_access	*

Abstract:

𝗜𝗻𝘁𝗿𝗼𝗱𝘂𝗰𝘁𝗶𝗼𝗻 Nursing students experience challenges in responding to people who exhibit thought-disorder. Learning how to respond in a manner supportive of consumers' recovery goals is important to beginning nursing practice across many clinical fields. 𝗔𝗶𝗺𝘀 The aim of this research study was to explore how pre-registration nursing students were prepared to respond to people experiencing thought-disorder according to students, recent graduates and mental health nursing academics. 𝗠𝗲𝘁𝗵𝗼𝗱𝘀 A sequential, two-phase mixed methods project was undertaken to explore the learning and teaching experiences of nursing students and recent graduates. Quantitative and qualitative data were collected from 148 nursing students by online survey, followed by semi-structured interviews with 11 nursing students and 12 mental health nursing academics. 𝗥𝗲𝘀𝘂𝗹𝘁𝘀 Analysis of the results found that little direct learning and teaching supporting skills development in responding to thought-disorder was reported. Learning of mental health nursing skills was described as having little focus in pre-registration nursing programs but all participants confirmed the importance of learning to respond to thought-disorder as a pre-registration beginning nursing skill. Clinical placement was suggested by all participants as the context for learning how to respond to people exhibiting thought-disorder in their speech. 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻 𝗮𝗻𝗱 𝗰𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻 Strategies to prepare nursing students with therapeutic communication skills needs further exploration. Determination of effective learning strategies is warranted to prepare nursing students for beginning practice across many clinical environments in responding to people exhibiting thought-disordered speech. The development of these learning strategies should employ the insights of Experts by Experience to help ensure all nurses are equipped to support consumers to achieve their recovery goals in health care.

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