Table 3 Codes, subcategories and categories emerged from data analysis
From: How to prepare nursing students for mental health clinical engagement: a qualitative study
Codes | Subcategories | Categories |
|---|---|---|
Fears of patients becoming uncontrollable Fears of unknown environment Fears of being attacked by patients | Recognition of fears and worries | Understanding students’ concerns |
Feeling despair and hopelessness Feeling of being in a prison Feeling sad about patients’ problems | Recognizing sadness | |
Expecting the instructor to be the supporter Expecting the instructor to be an educator | Students’ expectations from the instructor | Understanding students’ expectations |
Desire to know themselves Capability to communicate with patients Having empathic relationship instead of sympathy Ability to establish trust | Students’ expectations from themselves | |
Encouraging students for scientific preparation to attend in mental ward Encouraging students to obtain practical skills Encouraging students to express their fears and concerns | Overcoming fears and worries | Necessity of mental preparation of the student |
Providing evidence-based information about the mentally ill patients Assessment and correction of the misconcepts regarding these patients Expressing the positive experiences and memories | Establishing the right attitude towards the patients of mental departments | |
Necessity of providing educational materials regarding effective communication skills Necessity of providing educational materials regarding patients’ assessment Necessity of providing educational materials regarding common psychiatric diseases, their signs and symptoms, and their management Necessity of providing educational materials regarding the hospital, equipment and setting | Necessity of remembering the basic concepts | Preparation of scientific materials needed to attend in mental ward |
Necessity of providing educational movies regarding communication with patients Necessity of providing educational movies regarding patients’ assessment Necessity of providing educational movies regarding the clinical environment | Teaching practical skills | |
Necessity of using SP to teach about the patient assessment and interview Necessity of using role playing to teach how to interview Necessity of using new educational technologies to achieve better learning | How to prepare the required scientific materials |