The effect of social interaction on mental health nurse student learning

Walsh, A. (2015) The effect of social interaction on mental health nurse student learning. Nurse Education in Practice, 15 (1). pp. 7-12. ISSN 14715953

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This article describes a phenomenological research study exploring the effect of social interaction upon mental health nurse student learning. Central to this study are ideas about Communities of Practice as described by Wenger etal. (2011). The researcher conducted two focus groups and four semi-structured interviews with mental health nurse students at various stages of their training. The study found that students understand personal progress by comparison with others and that there is a relationship between peer group membership and learning outcomes. Students interpret academic studies and theoretical knowledge in a dynamic relationship with clinical practice where successful learning depends upon careful negotiation of social boundaries. Whilst acknowledging limitations this paper concludes by tentatively suggesting some implications for future nurse education practice which recognises the socially mediated nature of learning. © 2014 Elsevier Ltd.

Item Type: Article
Identification Number:
1 January 2015Published
Uncontrolled Keywords: Communities of practice, Learning theory, Mental health, Nursing education, Social networks, education, educational model, female, human, human relation, information processing, learning, male, nursing education, nursing student, peer group, procedures, psychiatric nursing, psychology, Education, Nursing, Baccalaureate, Female, Focus Groups, Humans, Interpersonal Relations, Learning, Male, Models, Educational, Peer Group, Psychiatric Nursing, Students, Nursing
Subjects: CAH02 - subjects allied to medicine > CAH02-04 - nursing and midwifery > CAH02-04-01 - nursing (non-specific)
Divisions: Faculty of Health, Education and Life Sciences > Centre for Social Care, Health and Related Research (C-SHARR)
Depositing User: Hussen Farooq
Date Deposited: 03 Jan 2017 13:28
Last Modified: 03 Mar 2022 17:15

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