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How nursing students' perceptions of people with psychiatric disabilities change when using the strengths model during practicums: A qualitative research study

Nurse Education Today(2024)

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Abstract
Background The Strengths Model, a framework grounded in the belief that everyone has an inherent capability to cope with challenges, is designed to support the hopes and aspirations of people with psychiatric disabilities, guiding them toward their desired self-image. The model originally gained attention in the field of social welfare and has since become popular in the field of community mental health. There is an increasing demand for nurses to understand and implement this model in the support they provide. Objectives To clarify how implementation of the Strengths Model in nurse education impacts students' perceptions of their clients with psychiatric disabilities. Design Qualitative descriptive study informed by Grounded Theory. Setting Public university nursing practicum. Participants Sixteen fourth-year students undertaking a practicum using the Strengths Model. Methods Semi-structured interviews. Results The core concept identified was that people with psychiatric disabilities uncover their own inherent strengths. Students began their engagement by listening to clients’ dreams and goals. Then, three processes were identified that led to the outcome of students seeing clients in terms of their limitations, while one process was identified that led to the alternate desirable outcome of students developing a sense of respect for clients. Conclusions These findings indicate that the process leading to students developing a sense of respect for clients with psychiatric disabilities involved three interrelated factors: students listening to clients’ dreams and goals, both parties working together to discover the clients’ dreams, and clients uncovering their own inherent strengths and then leveraging them. Incorporating the Strengths Model, which takes a person-centric approach to support the agency of people with psychiatric disabilities, into nurse education has the potential to foster healthcare professionals who respect people with psychiatric disabilities, see them on an equal footing, and consider themselves partners in facilitating the recovery journey.
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Key words
Strengths model,Strengths-based intervention,Nurse education,People with psychiatric disabilities,Client perception
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