The number of students disclosing a mental health condition at university has doubled in the last ten years. An increasing number of students with a pre-existing mental health condition are enrolling on the preregistration mental health nursing programmes. These students face additional challenges in managing the demands of the programme. A high percentage of these students did not complete their programme with a full degree. Their mental ill-health is also a significant factor in the attrition rate. Mental health and well-being is an integral part of a healthy university and any interventions that contribute to the healthy universities’ systemic and holistic approach can potentially enhance the well-being of both students and staff.
Therefore the purpose of this study was to understand how these students manage the demands of the preregistration nursing programme, the challenges they face, what they view as barriers and facilitators to enable them to successfully complete the programme. The outcomes of this study were aimed at informing inclusive teaching and learning and examining the current student support provision in both university and clinical practice.
Methods:
Using a case study design, students who met the sole criterion of having a pre-existing mental health condition when enrolling on the mental health preregistration nursing programme from two universities in the south east of England were invited to take part in a 1:1 face to face audio taped semi-structured interview. Nine participants across both universities agreed to take part in the study.
Results:
The data were analysed using a framework method and the main themes identified were timing of disclosure, managing lived experience in learning environments, students’ resilience and support experience.
Conclusion:
Universities should ensure they have a robust inclusive practice to enable these students to disclose their mental health conditions at the earliest opportunity before and after enrolment on the programme. They should ensure that these students effectively engage in their learning environments at both university and clinical practice. There is scope to embed learning strategies within the curriculum to develop these students’ resilience. The current university support can be bolstered by better coordination and accessibility of support services for these students