Table 2 Basic information on eligible studies
Author & Publication Year (the years were not provided due to the citation style) | Title | Journal | Location | Design or method | Data Source | Data Analysis | Key Findings | ||
|---|---|---|---|---|---|---|---|---|---|
Alexander et al. [52] | Mental health simulation with student nurses: A qualitative review. | Clinical Simulation in Nursing | Australia | A qualitative study | Semi-structured focus group | Thematic analysis | The study identified challenges in teaching mental health nursing, such as the need for nontraditional teaching methods and difficulty bridging theory and practice. | ||
Atashzadeh-Shoorideh et al. [15] | Effectiveness of implementation of “mental health nursing students’ clinical competency model” on academic performance of nursing students | F1000Research | Iran | Quantitative study (Semi experimental research) | Pre and post-intervention using a Likert scale | SPSS software-version 21. | The study revealed a significant improvement in the nursing students’ clinical competency level when the “mental health nursing students’ clinical competence model” was implemented. | ||
Benjenk et al. [26] | Overcoming the Dual Stigma of Mental Illness and Aging: Preparing New Nurses to Care for the Mental Health Needs of Older Adults | The American Journal of Geriatric Psychiatry | USA | A qualitative study | Semi-structured, in-depth interviews | A thematic analysis approach | The study highlighted persistent mental health prejudices among the challenges hindering the integration of mental health competence into undergraduate nursing education. | ||
Choi et al. [53] | Clinical Education in Psychiatric Mental Health Nursing: Overcoming current challenges | Nurse Education Today | South Korea | Mixed-method study | Structured questionnaires and open-ended questions | Quantitative data were analysed with IBM SPSS 22, while open-ended questions were analysed qualitatively. | Mental health competencies are integrated into undergraduate nursing education by introducing a curriculum for an undergraduate mental health nursing clinical practicum. | ||
Felton and Wright [54] | Simulation in mental health nurse education: The development, implementation, and evaluation of educational innovation. | Nurse Education in Practice | United Kingdom (UK) | A mixed-methods study | A questionnaire which includes included both open (free text response) and Likert scale questions was used | Descriptive statistics was used to analyse quantitative data, while the qualitative data was analysed thematically | Students perceived the simulation scenarios as reflective of real-life situations encountered in mental health settings | ||
Graham, et al. [55] | Educating the Educators: Determining the Uniqueness of Psychiatric Nursing Practice to Inform Psychiatric Nurse Education | Issues in Mental Health Nursing | Canada | A mixed method Study (Quantitative Survey design incorporating focus group) | Survey and focus group | Statistical Package for the Social Sciences and Thematic analysis of narrative survey responses and focus group transcripts | The study highlights the importance of comprehensive knowledge of mental health, mental illness, and addictions in psychiatric nursing practice. | ||
Harmon and Hills [56] | Transforming psychiatric mental health nursing education with team-based learning. | Archives of Psychiatric Nursing | United States of America (USA) | A quantitative (An uncontrolled before and after design) | Practice exit examination scores using student-reported Study Time | SPSS version 22.0 | Mental health competencies are integrated into undergraduate nursing education through a Team-Based Learning (TBL) instructional approach in an undergraduate Psychiatric-Mental Health (PMH) course. | ||
İnan et al. [57] | The Impact of Mental Health Nursing Module, Clinical Practice and an Anti-Stigma Program on Nursing Students’ Attitudes toward Mental Illness: A Quasi-Experimental Study | Journal of Professional Nursing | Turkey | Quantitative quasi-experimental design | Socio-demographic Information Form, the Beliefs Toward Mental Illness Scale (BMI) and the Social Distance Scale | Statistical Package for the Social Sciences (SPSS), Version 16.0 | Mental health competencies are integrated into undergraduate nursing education through the mental health nursing module and the integration of an anti-stigma program in the module in clinical practice. | ||
Jacobs and Venter [31] | Standardised patient-simulated practice learning: A rich pedagogical environment for psychiatric nursing education. | African Journal of Health Professions Education | South African | A qualitative study | An open-ended questionnaire | A qualitative inductive method of data analysis | Simulation helps to build confidence in undergraduate nursing students in mental health | ||
Jacobs [58] | The benefits of experiential learning during a service-learning engagement in child psychiatric nursing education. | African Journal of Health Professions Education | South Africa | A qualitative study | Structured reflection reports | A thematic analysis approach | The study identified challenges such as intercultural communication and collaboration, suggesting areas where nursing students may face difficulties integrating mental health competencies into their education. | ||
Lockertsen et al. [16] | Second-year undergraduate nursing students’ experiences with clinical simulation training in mental health clinical practice: A focus group study. | Nurse Education in Practice | Norway | A qualitative study | Focus group interviews | Systematic text condensation. | Mental health competencies are integrated into undergraduate nursing education through the use of simulations. | ||
Marriott et al. [59] | Nurse Educators’ Pedagogical Approaches Addressing Student Nurses’ Mental Health Care Competence: A Qualitative Study. | Issues in Mental Health Nursing | Norway | A qualitative study | Individual interviews | Inductive qualitative content analysis | Educators actively encourage nursing students emotionally, ethically, and cognitively to influence their attitudes, perspectives, and empathy. | ||
Rahmani et al. [60] | Nurses’ experiences of the causes of their lack of interest in working in psychiatric wards: a qualitative study. | BMC Nursing | Iran | A qualitative study | Unstructured interviews | Conventional content analysis approach | Stigmatisation negatively affects nurses’ morale. | ||
Rodríguez-Almagro et al. [61] | Level of Stigma among Spanish Nursing Students toward Mental Illness and Associated Factors: A Mixed-Methods Study | International journal of environmental research and public health | Spain | A mixed-methods study | Questionnaires and interviews | An SPSS v. 24.0 was used for the quantitative analysis, while Atlas.ti programme was used for the qualitative analysis. | Mental health competencies are integrated into undergraduate nursing education through theoretical training in psychiatry and mental health. | ||
Shen et al. [62] | Exploring the experience of undergraduate nursing students following placement at psychiatric units in China: A phenomenological study. | Nurse Education in Practice | China | A qualitative study | Semi-structured face-to-face, in-depth interviews | Data were analysed using Colaizzi’s seven-step analysis method. | Psychiatric placements served to reduce stigmatising attitudes among nursing students, emphasising the importance of direct engagement with individuals with mental illness in changing perceptions. | ||
Şengün et al. [63] | The Effect of a Peer Education program on nursing students’ beliefs Toward mental illnesses and their Career Choices | Perspectives in Psychiatric Care | Turkey | A quantitative study (Quasi-experimental pre- and post-test follow-up design) | Pretest, postintervention (post-test 1), and 6 months after (post-test 2) the intervention. (Questionnaire) | Quantitative data analysis using the Kolmogorov–Smirnov test. The BMI subsection’s mean scores were compared using the Friedman test and further analysis using a paired Wilcoxon test with Bonferroni correction. | Interventions such as peer education (PE) programs effectively change negative beliefs and increase interest in psychiatric nursing as a career choice among nursing students. | ||
Terry [49] | In the middle: A qualitative study of talk about mental health nursing roles and work. | International Journal of Mental Health Nursing, | United Kingdom (UK) | A qualitative study | Individual interview | A thematic analysis approach | Findings underscore the complexity of mental health nursing roles and the challenges in articulating these roles within the healthcare system. | ||