Nursing Students’ Perspectives on Authentic Learning in the Course of Nursing Care of Persons with Mental Health Problems
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Abstract
This qualitative research aimed to describe the nursing students’ perspectives on authentic learning
in the course of nursing care of persons with mental health problems. Participants included 41 nursing
students in the third academic year. Data were collected by using in-depth interviews, focus group, and
non-participative observation. Data were analyzed by using the content analysis method. Trustworthiness of a qualitative study was established by using criteria of Morse and Field. Finding of the study showed three
main themes: 1. integration the knowledge, consisted of 3 sub-themes: 1.1) comparing authentic thing with
theory, 1.2) strengthen experience, 1.3) learn how to ask questions; 2. changing their perspectives on psychiatric
patients, consisted of 4 sub-themes: 2.1) psychiatric patient in community was not a scary person, 2.2)
being self-awareness, 2.3) relationship building with psychiatric patients in community and 2.4) understanding
about lifestyle of psychiatric patents in the community; and 3. understanding psychiatric patients in community,
included 2 sub-themes: 3.1) psychiatric symptoms, 3.2) factors influencing psychiatric disorders, and 4.
caring for psychiatric patients in the community. Therefore, nurse instructors should apply the authentic
learning method in other courses to help nursing students to learn more in real situation and integrate
knowledge from theory to practices.
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References
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