Promoting mental health in nursing students during clinical training: a phenomenological analysis of a psychoeducational intervention.

Four superordinate themes emerged from nursing students' experiences of the psychoeducational programme.

• The four key emerging superordinate themes were: 'My safe space: the group as support and help network'; 'Seeing things differently: reflection and change'; 'Confidence, safety, and self-esteem'; and 'Improvement in interpersonal relationships'.
• Data were analysed through thematic coding and phenomenological reduction.
• 11 nursing students who completed the psychoeducational programme participated in semi-structured interviews.
• A qualitative phenomenological study design was used.

The group dynamic within the psychoeducational programme was experienced by students as a safe space functioning as a support and help network.

• This theme ('My safe space: the group as support and help network') was identified as one of the key superordinate themes.
• The programme provided spaces for reflection and emotional support.
• Students were undergoing clinical placements, which involve emotionally challenging situations.

Participation in the psychoeducational programme was associated with students experiencing reflection and perceptual change.

• The superordinate theme 'Seeing things differently: reflection and change' captured students' reports of altered perspectives following the intervention.
• The programme was designed to help students develop skills for managing stress and anxiety as well as effective coping and communication.
• This theme was identified through phenomenological reduction of semi-structured interview data.

Students reported improvements in confidence, safety, and self-esteem as a result of the psychoeducational programme.

• 'Confidence, safety, and self-esteem' was identified as one of four superordinate themes.
• The programme was designed to address the mental health challenges compounded by the demands of clinical settings during practical training.
• Mental health issues among nursing students are increasingly concerning, with the academic environment recognised as a source of stress.

Nursing students reported improvement in interpersonal relationships following participation in the psychoeducational programme.

• 'Improvement in interpersonal relationships' was the fourth superordinate theme identified.
• The programme aimed to develop effective coping and communication skills.
• Findings are described as consistent with previous studies highlighting the importance of early mental health interventions for students.

The psychoeducational programme was conducted with nursing students during their clinical placement period.

• A sample of 11 nursing students who completed the psychoeducational programme participated in the study.
• Semi-structured interviews were used as the primary data collection method.
• Clinical placements were identified as settings where students face emotionally challenging situations that may compromise mental health and academic performance.
• The study used a qualitative phenomenological design with thematic coding and phenomenological reduction for analysis.

Integrating psychoeducational programmes into clinical training is proposed as a strategy to enhance emotional wellbeing and promote mental health among nursing students.

• The authors state that 'integrating psychoeducational programmes into clinical training may enhance emotional wellbeing and promote mental health among students.'
• Nurse educators are identified as responsible for implementing strategies to help students develop skills for managing stress and anxiety.
• The findings are described as consistent with previous studies highlighting the importance of early mental health interventions for students.