Title

Examining mental health clinical placement quality using a self-determination theory approach

RIS ID

141566

Publication Details

Perlman, D., Patterson, C., Moxham, L. & Burns, S. (2020). Examining mental health clinical placement quality using a self-determination theory approach. Nurse Education Today, 87 104346-1-104346-6.

Abstract

Nursing clinical placements provide a unique opportunity for students to develop and hone the skills and knowledge that will be used upon graduation in their future professional practice. There is an on-going inquiry into elements that may facilitate better leaning outcomes in a variety of teaching and learning settings, including clinical experiences. Using a Self-Determination Theory approach, this study examined whether undergraduate nursing students would benefit from immersion in an autonomy-supportive clinical setting. Using a two-group pre and post-test design, students were classified into either an autonomy-supportive or comparison clinical placement cohort and measured on their learning using the Mental Health Clinical Placement Survey. Results of a repeated measures multivariate analysis of variance indicated a significant difference on some of the measures of learning housed within the Mental Health Clinical Placement Survey with students in the autonomy-supportive group reporting higher scores at the post-test time point. Findings support the value that teaching and learning in an autonomy-supportive setting has, on the skills and educational development of students.

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Link to publisher version (DOI)

http://dx.doi.org/10.1016/j.nedt.2020.104346