LIVED EXPERIENCES OF FOURTH YEAR STUDENT NURSES DURING PSYCHIATRIC WARD ROTATIONS

Abstract

This phenomenological study explores the lived experiences of fourth-year nursing students from Medical Colleges of Northern Philippines during their psychiatric ward rotations. Utilizing Patricia Benner’s Novice to Expert Model and an Input-Process-Output framework, the research aims to uncover challenges, coping mechanisms, emergent themes, and central phenomena through qualitative inquiry. Semi-structured interviews with 25 nursing students revealed key themes such as dichotomous emotional experiences, transformative encounters, and evolving perspectives on mental health care. Findings underscore the significance of practical exposure in enhancing theoretical knowledge, addressing stigma, and fostering empathy. The study emphasizes the need for targeted pedagogies and systemic support to improve clinical education, ultimately contributing to the development of competent psychiatric nursing practitioners. Implications for educators, policymakers, and future researchers are discussed to promote holistic growth and alleviate challenges in psychiatric nursing education.