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1 – 10 of over 16000Chris Connell, Emma Jones, Michael Haslam, Jayne Firestone, Gill Pope and Christine Thompson
This paper aims to explain how and why the philosophical changes to the pre-registration nursing standards by the UK’s Nursing and Midwifery Council (NMC) have resulted in a…
Abstract
Purpose
This paper aims to explain how and why the philosophical changes to the pre-registration nursing standards by the UK’s Nursing and Midwifery Council (NMC) have resulted in a paradigm shift for mental health nursing.
Design/methodology/approach
This paper critically examines the changes to nursing education standards and offers an analysis of the problems associated with the shift towards a generic nursing syllabus.
Findings
The said shift prioritises physical health intervention, skills, procedures and tasks over the uniqueness of mental health nursing.
Practical implications
This paper argues that mental health nursing skills and qualities such as connection, genuine advocacy and therapeutic-use-of-self have been undervalued and under-represented by the new education standards.
Originality/value
This paper calls on the profession and service users to join the discourse and inform future mental health nursing identity. Ultimately, this paper calls on the NMC to reconsider the underpinning principles of the education standards and allot due consideration to the specific needs of the mental health nursing profession.
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An enormous amount of change has occurred in the last six years for the mental health system in England and the workforce within it. We have seen the 10‐year National Service…
Abstract
An enormous amount of change has occurred in the last six years for the mental health system in England and the workforce within it. We have seen the 10‐year National Service Framework for Mental Health (Department of Health, 1999) gradually make its impact felt in the form, in particular, of new community mental health teams and structures for delivering care in the community. We have also, most recently, experienced the passing of the Mental Health Act 2007 (HM Government, 2007), after many turbulent years of controversy and argument, extending to nurses and non‐medical practitioners who have been given statutory powers to act as approved mental health practitioners and approved clinicians.Alongside these important developments has been a gradual revolution in traditional ways of working, in the form of the New Ways of Working initiative. This article considers the impact of New Ways of Working on mental health nursing ‐ the single largest professional group within the mental health workforce ‐ and the continuing implications for the profession. The development of nurse prescribing is used as an illustration of the challenges and opportunities that have commonly arisen when new roles and skill sets have been introduced in mental health settings.
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Rosa Giralt Palou, Gemma Prat Vigué, Maria Romeu-Labayen and Glòria Tort-Nasarre
Identifying negative attitudes toward mental illness among students on nursing undergraduate degrees can help to design teaching strategies able to reduce the stigma attached to…
Abstract
Purpose
Identifying negative attitudes toward mental illness among students on nursing undergraduate degrees can help to design teaching strategies able to reduce the stigma attached to this condition. This study aims to assess attitudes toward mental health and intentions regarding future behavior in university nursing students initiating their training in the treatment of mental health problems (MHPs).
Design/methodology/approach
A descriptive, observational and cross-sectional study was designed. A sample of 162 nursing students completed scales to assess their attitudes toward mental health, stigma, predicted behavior and social desirability. Simple and a multiple linear regression was performed adjusted for the social desirability scale result.
Findings
Nursing students with previous experience of MHPs presented positive attitudes and behavioral intentions toward mental illness. Those who had no such experience before their training in mental health nursing presented certain stigmatizing attitudes. Attitudes toward MHPs may be affected by stigma and also by social desirability bias. The training in mental health care given to nursing students should aim to reduce its influence to help them carry out their future duties efficiently and compassionately.
Originality/value
This study demonstrates the relevance of university teaching plans, which should place special emphasis on promoting knowledge and developing skills and attitudes in nursing students undergoing training in mental health care to ensure optimal levels of performance in their future careers.
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Bob Gates, Colin Griffiths, Paul Keenan, Sandra Fleming, Carmel Doyle, Helen L. Atherton, Su McAnelly, Michelle Cleary and Paul Sutton
Renee Hall, Lorna Moxham, Dana Perlman and Amy Tapsell
The experiences of clinical facilitators working within non-conventional mental health settings have not yet been explored. The purpose of this paper is to explore the experiences…
Abstract
Purpose
The experiences of clinical facilitators working within non-conventional mental health settings have not yet been explored. The purpose of this paper is to explore the experiences of clinical facilitators when facilitating nursing student learning within a non-conventional mental health clinical placement.
Design/methodology/approach
This study adopted a qualitative phenomenological approach. The participants in this study were five registered nurses who had facilitated students at a non-conventional mental health clinical placement called Recovery Camp. Individual in-depth interviews were conducted.
Findings
The facilitators experiences could be understood through two main themes: facilitator skills and opportunities for student learning. Recovery Camp allowed the facilitators to build on their own nursing and facilitation skills, while examining themselves as a mental health nurse. “Being with” students (immersive engagement) enabled opportunistic and rare learning moments.
Originality/value
To the best of the authors’ knowledge, this is the first known study to explore the experiences of clinical facilitators working in a non-conventional mental health placement.
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Charlie Brooker, J.M. Repper MPhil and A. Booth
In view of the importance currently attached to evidence‐based health care, we present a systematic review of publications about the effectiveness of community mental health…
Abstract
In view of the importance currently attached to evidence‐based health care, we present a systematic review of publications about the effectiveness of community mental health nursing interventions. Only 11 studies were identified which used an experimental design, focused solely on the nursing intervention, and were conducted in the UK since 1965. Not only is the evidence limited, but it does not examine those areas of work in which most community mental health nurses are involved, and the methodological rigour of the identified studies can be questioned. Other types of research with the potential to inform community mental health nursing practice are suggested. Research into the outcome of community mental health nursing interventions has made disappointing progress over the past decade.
John Goodwin, Laura Behan, Mohamad M. Saab, Niamh O’Brien, Aine O’Donovan, Andrew Hawkins, Lloyd F. Philpott, Alicia Connolly, Ryan Goulding, Fiona Clark, Deirdre O’Reilly and Corina Naughton
Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and…
Abstract
Purpose
Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience.
Design/methodology/approach
A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis.
Findings
Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience.
Originality/value
Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.
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Seham Mansour Alyousef and Sami Abdullrahman Alhamidi
Research supports the value of clinical supervision as an essential aspect of mental health nursing. Despite the need for this, there appears to be a deficit in qualified…
Abstract
Purpose
Research supports the value of clinical supervision as an essential aspect of mental health nursing. Despite the need for this, there appears to be a deficit in qualified supervision in the mental health field, although efforts have been made toward advanced mental health practitioner nursing. This study aims to characterize the ideas that advanced mental health nurse practitioners hold about supervision in practice and to consider what is required to support changes to advanced mental health nursing in Saudi Arabia.
Design/methodology/approach
This study adopted a qualitative exploratory design that applied a phenomenological approach as the research method. Twelve postgraduate mental health nurses were recruited through purposive sampling.
Findings
The data analysis generated the central theme, which indicates the attributes of a competent supervisor of advanced mental health nurse practitioners. The components of a supervisor’s competence had the following three main themes: nursing competencies, professional characteristics and communication.
Research limitations/implications
A limitation of this study is that the data was collected from practicing advanced care mental health practitioners in Saudi Arabia. Further research conducted in different geographical areas and with different categories of staff is warranted. The results of those studies could be compared against the results presented here.
Practical implications
Best practice measures indicated that mental health nurse practitioners working in mental health settings and private practice should receive supervision to help them reflect upon their daily nursing practice challenges.
Originality/value
The findings of this study indicate that to support mental health practitioners and advanced mental health practitioners working in private practice, competent supervisors need to be on hand and willing to invest in creating a supportive culture in practice.
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Gemma Stacey and Lorraine Rayner
This paper describes how psychosocial interventions (PSI) have been integrated into an undergraduate mental health nursing programme. The first part of the paper provides the…
Abstract
This paper describes how psychosocial interventions (PSI) have been integrated into an undergraduate mental health nursing programme. The first part of the paper provides the broad context of PSI in nurse education and justifies the need to incorporate skills for PSI into the undergraduate nursing curriculum. A variety of educational theories and research are presented, which have informed the development, structure and delivery of the skills programme underpinned by PSI into the undergraduate programme. The successes and limitations of this skills programme are considered in light of the key issues and challenges concerning the integration of PSI skills into undergraduate nursing education.
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