This chapter explores a range of challenges for students as they learn to apply interpersonal skills within the mental health practicum placement and other non-mental health settings. Exploration of the student’s attitudes, expectations and positive engagement within practice begins the chapter. This is followed by discussion of power relations characterising the therapeutic relationship, including the development of emotional competence. The chapter outlines reflective practice as a critical thinking process and clinical supervision for the beginning mental health nursing student. It explores the importance of developing skills to work within a trauma-informed care and practice framework. How to go about developing objectives for practice, the process of self-assessment and personal problem solving are discussed. Reflection, self in-action and post-placement are explored as they relate to learning in mental health. Throughout this chapter, critical examination of the ethical and political influences on care will be highlighted. This chapter also considers non-traditional opportunities to learn, and the experience of transition programs into mental health nursing.

This chapter explores a range of challenges for students as they learn to apply interpersonal skills within the mental health practicum placement and other non-mental health settings. Exploration of the student’s attitudes, expectations and positive engagement within practice begins the chapter. This is followed by discussion of power relations characterising the therapeutic relationship, including the development of emotional competence. The chapter outlines reflective practice as a critical thinking process and clinical supervision for the beginning mental health nursing student. It explores the importance of developing skills to work within a trauma-informed care and practice framework. How to go about developing objectives for practice, the process of self-assessment and personal problem solving are discussed. Reflection, self in-action and post-placement are explored as they relate to learning in mental health. Throughout this chapter, critical examination of the ethical and political influences on care will be highlighted. This chapter also considers non-traditional opportunities to learn, and the experience of transition programs into mental health nursing.

In accordance with the standards for nursing and midwifery education, training and assessment, the Australian Nursing and Midwifery Accreditation Council (ANMAC) requires students to engage in professional placement experiences as part of an accredited program of undergraduate study, with mandatory hours of activity linked to successful learning outcomes and registration to practise as a nurse in Australia (ANMAC 2017, Ford et al. 2016, Schwartz 2019). Clinical placements are therefore a central component of nursing education, complementing the theoretical foundations and simulation-based learning provided at university.

Preparing you for professional practice is the overarching goal of nursing education. Your success in professional experience placements depends on your ability to effectively draw upon and translate your learning to the clinical practice context and environment. This chapter provides specific information and strategies to help you to better understand and succeed in the clinical practice component of your degree program. The chapter also introduces the rapidly expanding role of social media in nursing education and practice.