Siv Camilla Marriott

• Marriott, Siv Camilla; Grov, Ellen Karine & Gonzalez, Marianne Thorsen (2024). Learning and achieving basic mental health competence in placement studies with the support of a tool: A qualitative study of student nurses’ experiences. International Journal of Nursing Studies Advances (IJNS Advances). 7. doi: 10.1016/j.ijnsa.2024.100219. Full text in Research Archive Show summary

  Background Learning basic mental health care competence is often challenging for the bachelor of science student nurses, and many lack basic mental health care competence to ensure safe and confident mental health care practice. Mental health assessment is an integrated part of this competence. Objective The objective of this study was to explore and describe in depth how student nurses experience learning and achieving basic mental health competence while on mental health placement with the support of a learning tool. Design An explorative and descriptive qualitative design was conducted to gain insight on how student nurses experienced learning basic mental health competence when on placement. Setting A diversity of mental health placement settings in which student nurses were involved with patient care or welfare were approached; general psychiatric wards (n = 2), psychiatric ward for elderly people (n = 1), community mental health in-patient facilities (n = 2) and unconventional placements in the community (n = 9). Unconventional placements are a diversity of non-clinical service contexts. Participants The participants comprised student nurses in their 3rd and final year while on mental health placement. Potential participants received information from course coordinators, the online learning platform, and from teachers in plenary. Using purposive sampling, 14 student nurses were recruited. Methods Individual semi-structured interviews were conducted online and in person at two campuses of one university in Norway between August 2020 and December 2021. The interviews were transcribed and thematically analysed as described by Braun and Clarke. Results Students expressed insecurity in a new clinical context. They engaged in new learning situations and realized the diversity of nursing practice. Unconventional placements were described as challenging contexts for learning basic mental health care competence. Conclusions This qualitative study provided insight into how student nurses experience learning mental health assessment, and gaining relational, communicative, and ethical competence while on placement. Students revealed their insecurities and challenges in learning in a new context. Awareness of clinical learning opportunities on placement when preparing student nurses to learn basic mental health competence may help improve their confidence.

• Marriott, Siv Camilla; Grov, Ellen Karine & Gonzalez, Marianne Thorsen (2023). Nurse Educators’ Pedagogical Approaches Addressing Student Nurses’ Mental Health Care Competence: A Qualitative Study. Issues in Mental Health Nursing. ISSN 0161-2840. 44(3), p. 154–161. doi: 10.1080/01612840.2022.2163440. Full text in Research Archive Show summary

  Nurses’ mental health care competence is vital for addressing the current mental health care crisis’ demand for quality in mental health care and services. These challenges also involve educational institutions. In the mental health course of the bachelor’s nursing curriculum, nurse educators face multiple tasks and challenges concerning preparing students for their clinical placement. This study aimed to explore and describe nurse educators’ pedagogical approaches across three universities. The study applied a qualitative and descriptive design, and data were collected from individual qualitative interviews with 13 experienced nurse educators. A content analysis approach in lines with Graneheim and Lundman was used to analyse the data. The content analysis resulted in one theme and three categories, and each category was characterised by three subcategories. The theme intentionally preparing student nurses for mental health care competence served as an overarching theme describing the educators’ overall reflections and descriptions. The three categories were: activating students for the mental health context; caring for students on a personal level; and supporting students in grasping the scope of nursing within the mental health context. These categories described the varieties and complexity of nurse educators’ pedagogical approaches addressing student nurses’ mental health care competence.

• Marriott, Siv Camilla; Grov, Ellen Karine & Gonzalez, Marianne Thorsen (2021). Mental Health Signs Relevant for an Assessment Tool Suitable for Student and Novice Nurses: A Document Analysis. Issues in Mental Health Nursing. ISSN 0161-2840. p. 1–12. doi: 10.1080/01612840.2021.2013360. Full text in Research Archive Show summary

  Novice nurses’ mental health assessment practice is characterised by lack of consistency, despite mental health assessment being a core issue in professional nursing and patient safety across health services. This study aimed to identify mental health signs relevant for an assessment tool suitable for student and novice nurses. A document analysis approach was applied, and content analysis was used to analyse data extracted from carefully selected documents. Four main categories of mental health issues were identified: risk issues, symptom issues, psychological issues and self-care issues. Mental health signs were thereafter grouped in ten sub-categories characterising mental health concerns. These were: risk concerns, psychotic concerns, mood, affect and energy concerns, substance use concerns, somatic concerns, perception concerns, communication concerns, cognitive concerns, anxiety concerns and self-care concerns. The identified signs are considered relevant for student and novice nurses to learn and can be further developed into a clinical assessment tool for use in nursing education to strengthen mental health assessment competence in nursing education.

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• Gonzalez, Marianne Thorsen & Marriott, Siv Camilla (2025). Kliniske vurderinger - sykepleieprosessens problemløsende del. In Gonzalez, Marianne Thorsen (Eds.), Psykiske lidelser - faglig forståelse og terapeutisk tilnærming. Sykepleiefaglige og flerfaglige perspektiver.. Gyldendal Norsk Forlag A/S. ISSN 9788205590106. p. 70–83. Full text in Research Archive
• Marriott, Siv Camilla; Grov, Ellen Karine & Gonzalez, Marianne Thorsen (2022). Relevante kliniske kjennetegn ved utfordrende og komplekse situasjoner i psykisk helsearbeid. Full text in Research Archive
• Marriott, Siv Camilla; Grov, Ellen Karine & Gonzalez, Marianne Thorsen (2021). Kliniske kjennetegn ved psykiske helseutfordringer som er relevante for sykepleiestudenter – En dokumentanalyse. Full text in Research Archive
• Gonzalez, Marianne Thorsen & Marriott, Siv Camilla (2020). Kliniske vurderinger - sykepleieprosessens problemløsende del. In Gonzalez, Marianne Thorsen (Eds.), Psykiske lidelser - Faglig forståelse og terapeutisk tilnærming. Sykepleiefaglige og flerfaglige perspektiver. Gyldendal Akademisk. ISSN 9788205516700. p. 68–83. Full text in Research Archive

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