Mental Health Self Reflection Assignment Essay

IntroductionAlthough theoretical preparation clearly is chief(prenominal), on that point is no substitute for the learning that takes place during clinical devours. Clinical let is ac acquaintanced as being the core of breast feeding education. As breast feeding student without p look backs experience in mental health, I was reflecting the same posture held by general public that mentally ill tolerant argon dangerous, pr iodine to violence, unpredictable, and to some degree responsible for their illnesses. Also, at the beginning of the semester, I tangle unprepared, anxious and stressed before starting mental health clinical but the positive family relationships with clinical rung gave me confidence and change magnitude my satisfaction with the clinical experience. However, I found that over the course of the clinical experience and through observation and active participation that I started olfactory property less anxious and to a greater ex ten-spott comfortable inter pl ayacting with the patients in the facility.NarrativeThe a few(prenominal) starting clip clinical days, I was fearful to be around patients scummy mental illness such as anxiety disorder, mood disorder, psycho disorder, personality disorder and so on. I felt that one of those patient may smack me or hit me , especially that on the first day of clinical one of the patient in the facility was mightily on the back of one the student sniffing on her hair. After time in the facility, I start feeling a little more comfortable around the patient. Then a different fear start, which is how to cream the right words in the right situation .for instance, a delirious patient start making a story from the picture of the celebrities on the magazines on the table of the lunch room, at that time I felt that my theoretical learning would not help me on how to communicate with this patient. So, my merely option was to keep listening to him, show interest in his stories and endow little to no feedback by nodding my head as I did under booth the subject of the conversation.Furthermore, many times I felt that I had become very emotional and had empathy toward young girlspatients especially those who got physically or sexually assaulted by close family member. For precedent, a teenage girl who was sexually assaulted by her grandfather and what worsen the situation that her mother knows but she didnt do anything to help her. Also, another situation where a young egg-producing(prenominal) women in her early twenties had made many attempt to commit suicide.As a result of absent family support after her mother passed extraneous when she was 15 years old, her father have another family in japan and she was sexually abused by her own brother. As a fair sex and a mother of two girls, I felt that I cannot stand those kinds of situations where I had to be very guardful, patient and cautious all at one time.However as nurse student, I was trying stark to separate between my fe eling and clinical setting and to keep acting and responding to patient in an appropriate professional way. Clinical setting was a great learning experience for me as I got to see how mentally ill patient in the real world instead of a bunch of descriptive words in the psychology book. For example send packing P diagnosis was psychotic disorder, bipolar disorder and major depressive disorder. I was very impressed to see this patient bizarre behaviors during a ten minutes team meeting in which the patient flip from masking a strong personality at the beginning, to an angry person in a few minutes later, to be an actor , hence laugh then cry then laugh again in such a short period of time. Moreover, I felt that the nurses and staff provided to me and other students a welcoming and relaxed atmosphere by answering our questions, allowing us to join staff meeting and group therapy and counseling. In my opinion, the stuff attitude toward student is an important component in creating a p ositive clinical experience.Literature reviewThese negative and stigmatizing attitudes seem to be more prevalent at the begening of the nursing program with more positive attitudes reported by students in their final exam year of training (McCann et al., 2010, p. 34) these attitudes appear to have a significant bias on nursing students passage choices. However, orientation to the clinical areas should not moreover familiarize students to the physical environment and policies and procedures relevant to the clinical setting, but also must acknow leadge students anxiety and offer students strategies to address this. The lack of experience contributes to student stress in clinical practice and can hunt downto nursing students being confused about their eccentrics (Grav, Juul, & Hellzen, 2010). AS a result, students practically demonstrate a lack of confidence and a sense of deficiency with their role of therapeutic interaction.Therefore, clinical staff and nurse educators need t o be effective in anticipating and alleviating clinical stress for students. It is important that educators encourage students to prophesy the people they are working with, but to do this, students need support. excited support is identified as being an important component of the role of both the clinical mentor/preceptor and the academic lecturer/teacher (Koskinen et al.,2011). However, with appropriate support nursing students will grow in skills, knowledge and confidence throughout their clinical experience.ConclusionThrough the clinical experience, I have acquire something new about myself. I have learned basic counseling skills by listening to the patient, identifying potential problems, empathizing with him and providing basic care to prevent boost problem. I didnt know that with just a few simple words of encouragement and empathy, it could please and calm a mentally ill patient. Communication can make the patient, feel relaxed and cheerful. For example Miss H end up in t he facility as a result of an attempt to commit suicide.In addition to medication, one to one therapy and group therapy helped Miss H to look at the reasons and causes which led her to find life meaningless and thinking of death as an escape. Finally, I have learned that supporting recovery requires a cultural sentiency embedded in the vision of values and trust (NHS, Scotland, 2011). Therefore, this working relationship to recovery is a very valuable process which puts the responsibility on promoting personal and professional growth and understanding. To conclude, I hope to improve further in my psychosocial and counseling skills as I continue my journey in nursing.ReferencesReferences Koskinen, L., Mikkonen, I., & Jokinen, P. (2011). Learning from the world of mental health care nursing students narratives. journal of Psychiatric & Mental Health Nursing, 18(7), 622-628. doi 10.1111/j.1365-2850.2011.01711.xNHS Scotland, (2010) An Evaluation of the Impact of the ventilation of Educ ational Resources to Support Values-Based and Recovery-Focused Recovery Learning Materials. McCann, T., Clark, E., & Lu, S. (2010). Bachelor of Nursing students career choices A three year longitudinal study. Nurse Education Today, 30(1), 31-36. Grav, S., Juul, E. M. L., & Hellzen, O. (2010). undergrad nursing student experiences of their mental health clinical placement. Nordic diary of Nursing Research & Clinical Studies / Vrd i Norden, 30(1), 4-8.