Student nurses' experience working with mentally challenged individuals in South Africa

• Published in: Journal of psychiatric and mental health nursing Vol. 19; no. 9; pp. 761 - 769
• Main Authors: JANSE VAN RENSBURG, E. S., POGGENPOEL, M., MYBURGH, C. P. H.
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01-11-2012; Wiley Subscription Services, Inc
• Subjects: Adaptation, Psychological; Adult; emotional discomfort; Emotions; Female; Focus Groups; Humans; Male; Mental Disorders - nursing; mentally challenged individuals; Middle Aged; Nurse-Patient Relations; Nursing; personal transformation; South Africa; student nurses; Students, Nursing - psychology; Young Adult; South Africa
• ISSN: 1351-0126; 1365-2850
• DOI: 10.1111/j.1365-2850.2011.01804.x

Accessible summary
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The experiences of student nurses working with mentally challenged individuals were explored and described.
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The study used a qualitative, explorative, descriptive, contextual research design with a case study as strategy.
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Data collection utilized focus group interviews, reflective journals, a reflective letter, naïve sketches, drawings and field notes. Data analysis was done according to Tesch's descriptive method of open coding and theme analysis.
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A central storyline emerged where student nurses described working with mentally challenged individuals as a process of personal transformation that was initiated by an engagement on a deeper emotional level with these individuals.
South African student nurses experience emotional discomfort that might influence their adjustment and coping while working with mentally challenged individuals. Adjustment and coping might impact on their mental health and support needed while working in this challenging context. Student nurses working with mentally challenged individuals experience emotional discomfort that may result in work‐related stress. The experiences of student nurses working with mentally challenged individuals were explored and described as it may influence their adjustment, coping and result in work‐related stress, impacting on their mental health. The study used a qualitative, explorative, descriptive, contextual research design with a case study as strategy. Thirteen student nurses from a specific higher educational institution in Gauteng, South Africa, participated in the focus group interviews. The researcher utilized reflective journals, a reflective letter, naïve sketches, drawings and field notes to collect data. Data analysis was done according to Tesch's descriptive method of open coding and theme analysis. A central storyline emerged where student nurses described working with mentally challenged individuals as a process of personal transformation that was initiated by an engagement on a deeper emotional level with these individuals. The process of personal transformation started a journey towards the discovery of meaning for the self, as student nurses. Student nurses working in challenging environments during their training may experience emotional discomfort and need additional support in coping and adjustment within this context. The nurse educator plays an important role in providing this support to manage work‐related stress as well as in creating learning opportunities for the student nurses working in challenging contexts.