The Attitude and Perception of Nursing Students Toward Psychiatric Nursing: Pre‐ and Postclinical Experience—A Qualitative Study Using Diary‐Interview Methods

Background: Numerous studies have explored how psychiatric nursing practice enhances students’ experiences, but none have simultaneously examined their pre‐ and postpsychiatric practice. Experiential clinical practice allows undergraduates to reflect on theoretical knowledge, bridging theory and practice. Aim: The purpose of this study is to explore the pre‐ and postpsychiatric experience of selected nursing undergraduate students in Saudi Arabia. Design: A qualitative diary‐interview method was conducted on nursing students. Methods: The data were collected through the diary‐interview method with nursing students undertaking psychiatric courses and were analyzed using the thematic analysis method. Results: Four main themes emerged from the study’s diary reflections: nursing students’ feelings toward psychiatric nursing (emotions), nursing students’ perceptions about caring for people with mental, illnesses (opinions), remarkable experience during clinical experiences, and pre‐ and postclinical experience (comparison). In addition, three main themes emerged from the study’s interviews: psychiatric nursing clinical placement experience (situation and experience) and easing the stigma toward mental illnesses and people with mental health problems (opinions and stigma). Conclusion: One of the most demanding clinical settings that nursing students encounter is psychiatric nursing. Preparing students for preclinical exposure is one of the most crucial strategies to reduce their stress. This can be accomplished by creating various scenarios that mimic real‐world events and connecting theoretical lecture themes with lab simulations. Staff educators can also direct students toward competent skills and help them become self‐aware.