Does Practicum Experience Matter in Psychiatric Mental Health Nursing Education?

Document Type

Article

Publication Date

5-2026

Publisher

National League for Nursing

Source Publication

Nursing Education Perspectives

Source ISSN

1536-5026

Original Item ID

DOI: 10.1097/01.NEP.0000000000001490

Abstract

AIM 

The researchers explored the impact of nursing students’ pedagogical experiences on their levels of confidence and competence in psychiatric mental health (PMH) nursing.

BACKGROUND 

Despite increasing patient demands, new graduate nurses do not often choose PMH positions. Variability in PMH curricula and practicum experiences across nursing programs raises concerns about graduate preparedness.

METHOD 

A pretest-posttest design measured changes in confidence and competence using validated instruments. Participants were 61 students from associate degree in nursing, bachelor of science in nursing, and direct-entry master’s degree in nursing programs who experienced one of four pedagogical approaches: didactic only, didactic with traditional clinical, didactic with simulation, or clinical/simulation without didactic.

RESULTS 

While no statistically significant differences were found based on pedagogy or program type, students who experienced PMH practicum reported more confidence and competence than those with didactic-only instruction.

CONCLUSION 

Ensuring that students receive didactic with traditional clinical and/or simulation experiences in PMH remains a priority for curricular design in prelicensure nursing education.

Comments

Nursing Education Perspectives, Vol. 47, No. 3 (May/June 2026): 154-159. DOI.

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