Sexuality, student mental health nurse and lecturer experience in education and practice

Benjamin Milward, E. Collier
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Abstract

This article presents a critical reflection on an experience relating to sexuality from two perspectives, a mental health nursing student and a lecturer. It took place during stage 1 of a graduate entry nursing 2-year Master of Science mental health nursing programme at a UK university. Student mental health nurses in higher education who identify as lesbian, gay, bisexual or transgender can feel less safe than others, which affects performance. Lecturers can make a difference to the educational experience of student nurses who are lesbian, gay, bisexual or transgender and this can have an impact on clinical practice. The emotional impact of ‘coming out’ in the classroom can have far-reaching consequences for their mental health. The response of educational staff can have a huge impact on the ability to learn and the marks achieved. Student–lecturer relationships can have transformative consequences. Student mental health nurses make meaning from their educational experiences in the classroom and clinical practice. If they do not see themselves represented, this can affect engagement and motivation. Safe nursing practice is role modelled from lecturer to student and has implications for service user experience in clinical settings.
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具有性、学生心理健康护理和讲师的教育与实践经验
这篇文章从两个角度,一个心理健康护理学生和一个讲师,对与性有关的经历进行了批判性的反思。它发生在一所英国大学的研究生入学护理2年理科硕士心理健康护理课程的第一阶段。高等教育中的女同性恋、男同性恋、双性恋或跨性别的学生心理健康护士会比其他人感到更不安全,这会影响他们的表现。讲师可以使女同性恋、男同性恋、双性恋或变性学生护士的教育经历有所不同,这可以对临床实践产生影响。在课堂上“出柜”的情感影响会对他们的心理健康产生深远的影响。教育人员的反应会对学生的学习能力和成绩产生巨大的影响。师生关系可以带来变革性的后果。学生心理健康护士从课堂和临床实践的教育经历中获得意义。如果他们没有看到自己被代表,就会影响参与度和积极性。安全护理实践从讲师到学生都是榜样,并对临床环境中的服务用户体验产生影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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