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    Mental ill health in nursing and midwifery education. A critical discourse analysis

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    PhD Thesis (1.925Mb)
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    Publication date
    2017
    Author
    Hargan, Janine M.
    Supervisor
    Dearnley, Christine A.
    Haith-Cooper, Melanie
    Keyword
    Critical discourse analysis (CDA)
    Discourse-historical approach (DHA)
    Mental health
    Nursing education
    Midwifery education
    Disability
    Reasonable adjustments
    Nursing students
    Midwifery students
    Mental illness
    Rights
    Creative Commons License
    The University of Bradford theses are licenced under a Creative Commons Licence.
    Institution
    University of Bradford
    Department
    Faculty of Health Studies
    Awarded
    2017
    
    Metadata
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    Abstract
    Students diagnosed with long-term mental health conditions have been the focus of policy development for over a decade. Student mental health is on the increase and universities are legally obliged to make reasonable adjustments for disabled students. Therefore it is crucial that nursing and midwifery education provides an inclusive learning environment, while maintaining fitness to practice standards. The focus of this study was to explore how discourses of mental health, reasonable adjustments and fitness standards influence nursing and midwifery education for students with a mental health condition. Principles of Wodak’s (2001) critical discourse analysis approach, which gives prominence to dominant discourses, their justifications and persuasive nature was utilised. Ten key written texts and 23 semi-structured interviews with students, lecturers and clinical mentors were conducted to acquire the constructions of mental health, reasonable adjustments and fitness requirements. The findings show that the dominant discourses attributed to students experiencing mental ill health were around medicine, difference and blame, all of which reinforced mental health stigma. In addition, mental health discourses within both verbal and written texts were not underpinned by disability discourses, allowing the exclusion of students who disclose mental ill health from accessing reasonable adjustments. In conclusion, students considered to have a mental health label faced discriminatory barriers and legislative and regulatory requirements of equality were not implemented.
    URI
    http://hdl.handle.net/10454/15925
    Type
    Thesis
    Qualification name
    PhD
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    Theses

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