Undergraduate nursing students’ attitudes toward mental illness and mental health nursing

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dc.contributorAtkinson, Becky M.
dc.contributorCuellar, Norma G.
dc.contributorJones, Barbara
dc.contributorWright, Vivian H.
dc.contributor.advisorCarter, Melondie R.
dc.contributor.authorKonzelman, Lois
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-02T19:54:54Z
dc.date.available2017-03-02T19:54:54Z
dc.date.issued2017
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractHistorically, nurses have lacked recognition for the work they do, especially in the area of mental health. There is a shortage of qualified mental health nurses to meet the demand for services. Many rural areas in the United States have few or no mental health services to offer communities. Encouraging positive attitudes toward mental health nursing is an important step in the recruitment of new nurses into the specialty. This study used Colaizzi’s method of phenomenology to explore the beliefs held by undergraduate BSN students towards mental health nursing and how undergraduate nursing education affected those attitudes. The purpose of the research was to understand undergraduate nursing students’ attitudes toward mental health, to understand the impact that content and clinical experiences and experiences with non-mental health faculty have on attitudes toward mental health nursing, and to understand how undergraduate nursing education can contribute to the de-stigmatization of mental health nursing. Guided by Goffman’s (1963) stigma theory, 20 participants were interviewed. Data analysis revealed three major themes: a) student nurses had varied attitudes toward mental health nursing, b) students had varied understanding of mental illness and mental health nursing at the end of the course rotation and c) clinical experiences and teaching strategies produced attitudinal changes in undergraduate nursing students. The two subthemes extracted from the first theme were students attitudes ranged from favorable to unfavorable and attitudes were based on experience and exposure to mental illness and mental health nursing. Subthemes from the second theme included students did not comprehend content as presented and they compartmentalized illnesses as medical or mental. Subthemes from the third theme included students had concerns over loss of technical skills and they did not comprehend the role of the mental health nurse even after clinical experiences.en_US
dc.format.extent107 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0002460
dc.identifier.otherKONZELMAN_alatus_0004D_13001
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2751
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducation
dc.subjectNursing
dc.titleUndergraduate nursing students’ attitudes toward mental illness and mental health nursingen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineInstructional Leadership
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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