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dc.contributor.authorMarriott, Siv Camilla
dc.contributor.authorGrov, Ellen Karine
dc.contributor.authorGonzalez, Marianne Thorsen
dc.description.abstractNurses’ mental health care competence is vital for addressing the current mental health care crisis’ demand for quality in mental health care and services. These challenges also involve educational institutions. In the mental health course of the bachelor’s nursing curriculum, nurse educators face multiple tasks and challenges concerning preparing students for their clinical placement. This study aimed to explore and describe nurse educators’ pedagogical approaches across three universities. The study applied a qualitative and descriptive design, and data were collected from individual qualitative interviews with 13 experienced nurse educators. A content analysis approach in lines with Graneheim and Lundman was used to analyse the data. The content analysis resulted in one theme and three categories, and each category was characterised by three subcategories. The theme intentionally preparing student nurses for mental health care competence served as an overarching theme describing the educators’ overall reflections and descriptions. The three categories were: activating students for the mental health context; caring for students on a personal level; and supporting students in grasping the scope of nursing within the mental health context. These categories described the varieties and complexity of nurse educators’ pedagogical approaches addressing student nurses’ mental health care competence.en_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleNurse Educators’ Pedagogical Approaches Addressing Student Nurses’ Mental Health Care Competence: A Qualitative Studyen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.source.journalIssues in Mental Health Nursingen_US

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal