ArticleBMC nursing2025
Mental health in nursing education: perspectives of learning facilitators and students in South Africa.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundIntegrating mental health education into undergraduate nursing curricula is essential for equipping primary health care nurses to effectively address mental health challenges. Despite the growing burden of mental health disorders in South Africa, nursing graduates often lack sufficient mental health training, limiting their ability to provide holistic care. This study investigated the perspectives of nurse educators and preceptors and nursing students on the integration of mental health in nursing education.
methodsAn exploratory case study design was employed. Data were collected through individual interviews guided by a structured interview schedule. Participants - comprising purposefully selected nurse educators, nurse preceptors, and undergraduate nursing students - were drawn from a South African nursing education institution. Data collection occurred between October and November 2023. Thematic analysis was conducted to distil key perspectives from the interviews.
resultsThree central themes emerged: The first theme was "curriculum and teaching challenges"- Educators faced difficulties in bridging theory and practice due to limited hands-on training opportunities. While innovative teaching methods had previously enhanced learning, ethical and emotional concerns arose when students shared subjective experiences. The second theme was "students' attitudes and preparedness"- Initially, students exhibited indifference toward mental health care, but clinical exposure gradually shifted their perceptions. However, emotional unpreparedness and fear of psychiatric settings hindered their learning experiences. The third theme was "suggestions for strengthening mental health care integration"- Participants advocated for enriched theoretical content, increased clinical hours, early and continuous exposure to mental health care, structured emotional debriefing sessions, and short courses aimed at enhancing practical competence and student support.
conclusionThis study highlights the disparity between ideal mental health education and the reality within South African undergraduate nursing curricula. Educators, preceptors, and students emphasised the need for comprehensive training reforms, including early exposure, extended practical hours, structured emotional support, and mentorship. Such measures could foster a more realistic approach to mental health nursing and better prepare graduates to deliver integrated mental health care within primary health care settings. CLINICAL TRIAL NUMBER: Not applicable.
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