According to the Canadian Nurses’ Association (2005), mental health (MH) nursing is currently undervalued in the nursing profession. The Education Committee of the Canadian Federation of Mental Health Nurses (CFMHN) (2009) reports that the length of MH theory and practicum varies enormously in the undergraduate nursing programs of Ontario and across the country. Interviews with 19 nursing professors representing programs with different MH components show a variation in their opinions about topics such as the degree of importance of a mandatory stand-alone MH component, whether MH nursing education should be students’ or professors’ responsibility, how professors relate themselves to the MH component, and their familiarity with and assessment of their program’s MH education. It remains unclear the extent to which these factors contribute to program design and, in turn, students’ knowledge of MH nursing. Further research in this area is required. / UOIT

Thesis (M.S.W.)--Atlanta University. / Bibliography: leaves 49-51.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

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The purpose of this study is to gain a richer understanding of the experiences of moral distress for nursing students within the context of psychiatric-mental health clinical placements, examine strategies students use to effectively manage distress, and explore student and instructor roles as agents of change to reduce the negative impact of moral distress. Nursing students and instructors engaged in semi-structured interviews and focus groups, respectively, to examine the complexities of this phenomenon. This study utilized second-person action research based on Jürgen Habermas’ Theory of Communicative Action. Findings indicated that nursing students experience moral distress when they are powerless and lack role models to follow in taking action to address situations that are “not right”. Nursing instructors acknowledge their responsibility to prepare students for practice, but are also powerless as “guests” within the practice setting and are powerless to effect change on a hierarchical medical system. Findings indicate that both nursing education and health care institutions must make changes in their approaches to practice if they wish to empower nursing professionals to provide safe, competent, and ethical care to patients. / vii, 139 leaves ; 29 cm

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