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Alexander L, Toomey N, Foster K. Nurses' career choice and satisfaction with mental health transition-to-practice programs: A cross sectional study. J Psychiatr Ment Health Nurs 2024; 31:825-835. [PMID: 38389282 DOI: 10.1111/jpm.13035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/27/2023] [Revised: 01/16/2024] [Accepted: 02/13/2024] [Indexed: 02/24/2024]
Abstract
WHAT IS KNOWN ON THE SUBJECT?: There are significant issues recruiting nurses into mental health due to several reasons such as dilution of curriculum, and mental health being an unpopular career choice Transition programs provide nurses entering mental health with orientation, academic and clinical skills, and knowledge. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: Transition programs need to be nuanced to specialty areas (e.g. community) to ensure nurses are given the support necessary to remain working in the field. Many nurses choose to work in mental health due to a lived or personal experience and as such strengthening wellbeing supports for transitioning nurses is an important role in retention. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Tailored transition programs can help strengthen mental health nurse role clarity, and support staff retention. Transition programs should be a segue to formal postgraduate studies in mental health nursing to strengthen professional practice and retention of nurses. ABSTRACT INTRODUCTION: Globally, there are consistent issues recruiting staff into the mental health nursing workforce. In Australia, recent efforts to expand the workforce include recruitment of a wider range of nurses in addition to new graduates into mental health transition-to-practice programs. Understanding the career motivations of nurses entering the field is an important element of recruitment and retention. AIM To describe nurses' satisfaction with their mental health transition program and identify factors influencing their choice of mental health as a career. METHODS An online cross-sectional survey with questions on program satisfaction and career choice was responded to by n = 55 enrolled and registered nurses in a mental health transition program. RESULTS Nurses reported overall high satisfaction with their program and identified increased time release for professional development and being supernumerary as necessary to support role development. Almost 25% of nurses reported personal experience of mental illness as an influence in choosing a mental health career. DISCUSSION Mental health transition programs are important in recruitment and retention and need to be tailored to the needs of a wide range of nurses and include support for staff wellbeing. IMPLICATIONS FOR PRACTICE Tailored transition programs can help strengthen role clarity, and support staff retention.
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Affiliation(s)
- Louise Alexander
- School of Nursing & Midwifery, Deakin University, Burwood, Victoria, Australia
- Institute for Health Transformation, Deakin University, Burwood, Victoria, Australia
| | - Nigel Toomey
- Royal Melbourne Hospital, Parkville, Victoria, Australia
| | - Kim Foster
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Fitzroy, Victoria, Australia
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2
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Hurley J, Foster K, Campbell K, Edan V, Hazelton M, Kennedy H, Roper C, Lakeman R. Mental health nursing capability development: Perspectives of consumers and supporters. Int J Ment Health Nurs 2023; 32:172-185. [PMID: 36199271 DOI: 10.1111/inm.13074] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/11/2022] [Indexed: 01/14/2023]
Abstract
Mental health nursing requires a specialist range of capabilities and values. In Australian contexts, the preparation of nurses to work in mental health settings has attracted criticism from government reviews, academics, and graduate nurses. Insufficient mental health content and clinical placement experience in undergraduate nursing courses have been central to this criticism. The study aim was to identify the areas and modalities of capability development of graduate mental health nurses, from the perspectives of end point users. In order to meet the aim, a four-item cross-sectional online survey with three additional and open-ended questions was developed. The questions were co-designed with consumer academics and reviewed by consumer and carer organizations. The survey was widely distributed across Australian consumer and carer organizations, with 95 useable responses. Findings indicated strong support for lived experience being integrated into teaching teams for nurses, as well as support for undergraduate direct entry for mental health nursing. Themed content from open-ended responses reflected the survey outcomes as well as prioritizing skill development to support better therapeutic relating and nurse self-care. Key findings included strong support for greater lived experience input into mental health nurse education, specialist undergraduate preparation and a focus on developing relational capabilities in the mental health nurse workforce.
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Affiliation(s)
- John Hurley
- Southern Cross University, Coffs Harbour, New South Wales, Australia
| | - Kim Foster
- Australian Catholic University, Brisbane, Queensland, Australia
| | - Kat Campbell
- Southern Cross University, Coffs Harbour, New South Wales, Australia
| | - Vrinda Edan
- University of Melbourne, Parkville, Victoria, Australia
| | | | | | - Cath Roper
- University of Melbourne, Parkville, Victoria, Australia
| | - Richard Lakeman
- Southern Cross University, Coffs Harbour, New South Wales, Australia
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Lockertsen Ø, Løvhaug L, Davik NK, Bølgen BR, Færden A, Skarstein S. Second-year undergraduate nursing students' experiences with clinical simulation training in mental health clinical practice: A focus group study. Nurse Educ Pract 2023; 66:103534. [PMID: 36563598 DOI: 10.1016/j.nepr.2022.103534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Revised: 11/30/2022] [Accepted: 12/02/2022] [Indexed: 12/14/2022]
Abstract
AIM The aim of this focus group study was to investigate second-year undergraduate nursing students' experiences with clinical simulation training as part of their clinical practice in acute mental health care. BACKGROUND The quality of bachelor programmes in nursing has been criticised for lacking theoretical and experiential learning in the mental health modules. Novice nurses feel unprepared to care for patients with mental health challenges and graduate nurses are reported to lack the necessary knowledge and skills to manage patients with mental health issues confidently and competently. Clinical simulation training can facilitate the teaching of clinical and non-clinical skills simultaneously and is a highly suitable method within mental health care for addressing gaps in knowledge and skills in communicating with patients. Clinical simulation training may enhance nursing students' competence and thereby reduce the risk of adverse events and increase safety. However, we know little about undergraduate nursing students' experiences with clinical simulation training as an integrated part of nursing students' clinical practice in acute mental health wards. DESIGN Explorative qualitative focus group study. METHOD Three focus group interviews were conducted using a semi-structured interview guide with second-year undergraduate nursing students from a university in Norway during spring 2020. In total, 14 students who had experienced clinical simulation training as part of their mental health clinical practice participated in the study. The collected data were analysed using systematic text condensation. RESULTS Clinical simulation training as part of the clinical practice increased the students' preparedness, coping and self-awareness. Most of the participants had positive perceptions of the use of high-fidelity simulation-based learning. Furthermore, they highlighted three elements that increased the value of the training. First, the simulation felt authentic and increased their professional skills. Second, the standardised patient had clinical qualifications, which made the simulation feel authentic and close to realistic situations. Third, not having a former relationship with the person acting as the standardised patient enhanced authenticity. CONCLUSION Clinical simulation training as part of clinical practice contributed to increasing the students' self-awareness and in-depth reflection and to broadening their nursing competence. The present study lays the groundwork for future studies on clinical simulation training in mental health clinical practice for nursing students.
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Affiliation(s)
- Øyvind Lockertsen
- OsloMet - Oslo Metropolitan University, Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo, Norway; Oslo University Hospital, Division of Mental Health and Addiction, Regional Centre for Research and Education in Forensic Psychiatry, Oslo, Norway.
| | - Lars Løvhaug
- Oslo University Hospital, Division of Mental Health and Addiction, Acute Psychiatric Department, Oslo, Norway
| | - Nils Kristian Davik
- Oslo University Hospital, Division of Mental Health and Addiction, Acute Psychiatric Department, Oslo, Norway
| | - Brita Rønbeck Bølgen
- Oslo University Hospital, Division of Mental Health and Addiction, Acute Psychiatric Department, Oslo, Norway
| | - Ann Færden
- Oslo University Hospital, Division of Mental Health and Addiction, Acute Psychiatric Department, Oslo, Norway
| | - Siv Skarstein
- OsloMet - Oslo Metropolitan University, Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo, Norway
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Halcomb E, McInnes S, Patterson C, Moxham L, Bird S. Australian general practice nurse involvement in mental health: A descriptive survey. Collegian 2022. [DOI: 10.1016/j.colegn.2021.10.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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5
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Marriott SC, Grov EK, Gonzalez MT. Mental Health Signs Relevant for an Assessment Tool Suitable for Student and Novice Nurses: A Document Analysis. Issues Ment Health Nurs 2022; 43:638-649. [PMID: 34913403 DOI: 10.1080/01612840.2021.2013360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
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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Affiliation(s)
- S C Marriott
- Faculty of Health and Social Sciences, Institute of Nursing and Health Sciences, University of South-East Norway, Drammen, Norway
| | - E K Grov
- Faculty of Health Sciences, Department of Nursing and Health Promotion, Oslo Metropolitan University, Oslo, Norway
| | - M T Gonzalez
- Faculty of Health and Social Sciences, Institute of Nursing and Health Sciences, University of South-East Norway, Drammen, Norway
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6
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Foster K, Giandinoto JA, Furness T, Blanco A, Withers E, Alexander L. 'Anyone can have a mental illness': A qualitative inquiry of pre-registration nursing students' experiences of traditional mental health clinical placements. Int J Ment Health Nurs 2021; 30:83-92. [PMID: 33145951 DOI: 10.1111/inm.12808] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Revised: 10/07/2020] [Accepted: 10/08/2020] [Indexed: 01/11/2023]
Abstract
Nurses play a crucial role in mental healthcare provision. Like many countries, Australian nursing students are educated in comprehensive pre-registration programmes which include mental health clinical placements. Placements play a vital role in students' education, providing the opportunity to engage with consumers and develop mental health nursing knowledge and skills. There is limited knowledge of student perspectives on traditional placements in contemporary recovery-oriented mental health services. This interpretive qualitative inquiry aimed to explore nursing students' experience of traditional mental health clinical placement and how it influenced their practice and their understandings of recovery from mental illness. Data were collected from focus groups with n = 31 nursing students in a large metropolitan public mental health service. Thematic analysis resulted in three themes of experience: humanizing people with mental illness; learning about recovery; and shifting perspectives on mental health nursing. Through a positive placement experience where they felt supported and included by staff, students came to see consumers as people rather than diagnoses, developed greater understanding of mental health nursing work and were more likely to consider mental health nursing as a career choice. Peer-support workers were an important influence on students' understandings of recovery and have a key role to play in educating students on placement. Students need to be prepared and supported by university and clinical staff to deal with vicarious trauma that may occur on placement. Mental health placements play a crucial role in attracting students into the field, and it is imperative they remain part of comprehensive pre-registration education.
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Affiliation(s)
- Kim Foster
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Melbourne, Victoria, Australia.,Melbourne Health, NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Jo-Ann Giandinoto
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Melbourne, Victoria, Australia.,Melbourne Health, NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Trentham Furness
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Melbourne, Victoria, Australia.,Melbourne Health, NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Anthony Blanco
- Melbourne Health, NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Elaine Withers
- Melbourne Health, NorthWestern Mental Health, Parkville, Victoria, Australia
| | - Louise Alexander
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Melbourne, Victoria, Australia
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7
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Foster K, Withers E, Blanco T, Lupson C, Steele M, Giandinoto JA, Furness T. Undergraduate nursing students' stigma and recovery attitudes during mental health clinical placement: A pre/post-test survey study. Int J Ment Health Nurs 2019; 28:1065-1077. [PMID: 31338978 DOI: 10.1111/inm.12634] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/20/2019] [Indexed: 01/30/2023]
Abstract
Undergraduate nursing students have been reported to hold negative and stigmatizing attitudes towards mental health consumers and to be under-prepared for mental health clinical placement. This study aimed to investigate undergraduate nurses' stigma and recovery attitudes to mental illness, and describe their understandings of personal recovery on entry and exit to traditional mental health clinical placement. A pre/post-test survey was administered to N = 249 nursing students in Australia. Demographic data, attitudes towards mental health nursing and clinical placement, the Opening Minds Scale for Healthcare Providers (OMS-HC), Recovery Attitudes Questionnaire (RAQ-7), and an open-ended question on understandings of personal recovery from mental illness were collected on entry (T1) and exit (T2) to placement. At T1, students reported moderate stigma and positive attitudes towards recovery (OMS-HC mean = 34.6; RAQ-7 mean = 4.0). At T2, there was a reduction in stigma (social distance P = 0.02, d = 0.26) and improvement in recovery attitudes (P < 0.01, d = 0.40). Attitudes towards mental health nursing and placement also improved (P < 0.01). Having a family member with mental illness predicted improvements in stigma and recovery attitudes. On entry to placement, most students described accurate understandings of personal recovery, which were maintained during placement. The findings indicate that mental health clinical placements are effective in improving students' mental health stigma and recovery attitudes and provide a prime opportunity to attract students into the field. Co-produced or consumer-led education provided by peer workers during clinical placements may improve students' stigmatizing attitudes and stimulate their interest to work in the field.
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Affiliation(s)
- Kim Foster
- School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Fitzroy, Victoria, Australia.,NorthWestern Mental Health, Melbourne Health, Parkville, Victoria, Australia
| | - Elaine Withers
- NorthWestern Mental Health, Melbourne Health, Parkville, Victoria, Australia
| | - Tony Blanco
- NorthWestern Mental Health, Melbourne Health, Parkville, Victoria, Australia
| | - Christine Lupson
- NorthWestern Mental Health, Melbourne Health, Parkville, Victoria, Australia
| | - Michael Steele
- School of Allied Health, Australian Catholic University, Brisbane, Queensland, Australia
| | - Jo-Ann Giandinoto
- School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Fitzroy, Victoria, Australia.,NorthWestern Mental Health, Melbourne Health, Parkville, Victoria, Australia
| | - Trentham Furness
- School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Fitzroy, Victoria, Australia.,NorthWestern Mental Health, Melbourne Health, Parkville, Victoria, Australia
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8
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Christiansen A, Jacob E, Twigg D. Is it time to consider a four year Nursing Bachelor Degree in Australia? A discussion paper. Collegian 2018. [DOI: 10.1016/j.colegn.2018.01.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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9
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Atashzadeh-Shoorideh F, Mohtashami J, Pishgooie SAH, Jamshidi T, Sedghi S. Effectiveness of implementation of "mental health nursing students' clinical competency model" on academic performance of nursing students. F1000Res 2018; 7:1212. [PMID: 30519457 PMCID: PMC6249634 DOI: 10.12688/f1000research.14284.2] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/07/2018] [Indexed: 11/20/2022] Open
Abstract
Background: Clinical nursing competence in mental health is one of the most important topics in theoretical and practical nursing training with many factors affecting it. The purpose of this study is to determine the impact of the implementation of the "mental health nursing students' clinical competence model" on nursing students' academic performance. Methods: This study is a semi experimental following one group of student nurses. "mental health nursing students' clinical competence model" for undergraduate nursing student's education was applied. The study population included 50 nursing students, who were studying from fifth semester to seventh semester and selected through census sampling. During the seventh semester after the completion of theoretical and practical courses in mental health nursing, re-evaluation was conducted and the scores before and after the implementation of the clinical competence model were compared. Results: Rate of clinical competency before the intervention, was estimated at the level of non-mastered; and after intervention was at the level of mastered, demonstrating a significant difference (p<0.001). Areas of clinical competency scores before and after the intervention were compared which showed significant difference in all the areas except the mental competency areas (p<0.05). Conclusions: The implementation of the "mental health nursing students' clinical competence model" and appropriate planning for achievement of mental health nursing specialized competency can ensure the achievement of clinical competency by nursing students.
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Affiliation(s)
- Foroozan Atashzadeh-Shoorideh
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | - Jamileh Mohtashami
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | | | - Tayebeh Jamshidi
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | - Sara Sedghi
- School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
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10
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Atashzadeh-Shoorideh F, Mohtashami J, Pishgooie SAH, Jamshidi T, Sedghi S. Effectiveness of implementation of "mental health nursing students' clinical competency model" on academic performance of nursing students. F1000Res 2018; 7:1212. [PMID: 30519457 PMCID: PMC6249634 DOI: 10.12688/f1000research.14284.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/10/2018] [Indexed: 10/05/2023] Open
Abstract
Background: Clinical nursing competence in mental health is one of the most important topics in theoretical and practical nursing training with many factors affecting it. The purpose of this study is to determine the impact of the implementation of the "mental health nursing students' clinical competence model" on nursing students' academic performance. Methods: This study is a semi experimental following one group of student nurses. "mental health nursing students' clinical competence model" for undergraduate nursing student's education was applied. The study population included 50 nursing students, who were studying from fifth semester to seventh semester and selected through census sampling. During the seventh semester after the completion of theoretical and practical courses in mental health nursing, re-evaluation was conducted and the scores before and after the implementation of the clinical competence model were compared. Results: Rate of clinical competency before the intervention, was estimated at the level of non-mastered; and after intervention was at the level of mastered, demonstrating a significant difference (p<0.001). Areas of clinical competency scores before and after the intervention were compared which showed significant difference in all the areas except the mental competency areas (p<0.05). Conclusions: The implementation of the "mental health nursing students' clinical competence model" and appropriate planning for achievement of mental health nursing specialized competency can ensure the achievement of clinical competency by nursing students.
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Affiliation(s)
- Foroozan Atashzadeh-Shoorideh
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | - Jamileh Mohtashami
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | | | - Tayebeh Jamshidi
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | - Sara Sedghi
- School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
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11
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Leidl DM. Troublesome Knowledge: A New Approach to Quality Assurance in Mental Health Nursing Education. Can J Nurs Res 2018; 50:72-80. [PMID: 29361831 DOI: 10.1177/0844562117753856] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Background Quality assurance and quality enhancement processes in nursing education are vital to the establishment of a strong program. Existing quality assurance methods in nursing education such as professional self-regulation and external examination rely on provincial and national nursing associations for evaluation, putting minimal responsibility and accountability on internal program examiners. Threshold concepts and troublesome knowledge provide a framework as outlined by Land that utilizes internal examiners from both student and faculty groups and represents an alternative to traditional quality assurance in nursing education. Purpose To identify troublesome mental health nursing content in a nursing curriculum by exploring students and faculty perspectives. Method A sequential mixed methods design that utilized surveys and focus groups to explore student and faculty perspectives on troublesome mental health nursing content. Results The project data were able to be organized into five main content themes that were identified as being troublesome: the spectrum of mental illness, therapeutic relationships and boundaries, praxis, professionalism in nursing, and brain chemistry and its management. Conclusion The findings from this project are unique to the program of review but show the potential of this new approach to quality assurance and program enhancement initiatives in nursing education.
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Affiliation(s)
- Donald M Leidl
- 1 College of Nursing, University of Saskatchewan, Canada
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12
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Soares MH, Luís MAV, Hirata AGP. Cross-cultural cultural adaptation of the "Nursing Students' Attitudes Toward Mental Health Nursing and Consumers" in Brazil. Rev Bras Enferm 2015. [PMID: 26222161 DOI: 10.1590/0034-7167.2015680203i] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE to make across-cultural adaptation of the "Nursing Students' Attitudes Toward Mental Health Nursing and Consumers" scale in Brazil. METHOD the scale was tested regarding conceptual, item, semantic, and operational equivalence. RESULTS content validation was conducted by an expert committee with a minimum consensus level of 80%. This process resulted in a 35-item scale divided into 6 factors. The experts reached 100% consensus on the scale's clarity of language, practical pertinence and theoretical relevance, as well as on the need for excluding one factor. Data were collected in 2013 in the city of Londrina, Paraná, Brazil. CONCLUSION the instrument was cross-culturally adapted to Brazilian Portuguese and presented satisfactory content validity. We propose further studies on the scale's psychometric properties, such as construct validity, internal consistency and reliability.
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Affiliation(s)
- Marcos Hirata Soares
- Departamento de Enfermagem, Centro de Ciências da Saúde, Universidade Estadual de Londrina, Londrina, PR, Brasil
| | - Margarita Antonia Villar Luís
- Departamento de Enfermagem Psiquiátrica e Ciências Humanas, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brasil
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13
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Happell B, Wynaden D, Tohotoa J, Platania-Phung C, Byrne L, Martin G, Harris S. Mental health lived experience academics in tertiary education: the views of nurse academics. NURSE EDUCATION TODAY 2015; 35:113-117. [PMID: 25112925 DOI: 10.1016/j.nedt.2014.07.006] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2014] [Revised: 06/16/2014] [Accepted: 07/08/2014] [Indexed: 05/28/2023]
Abstract
BACKGROUND Australian national mental health strategy emphasises inclusion of people diagnosed with mental illness in all areas of mental health care, policy development and education of health professionals. However, the way this inclusion has translated to Australian universities is relatively unexplored. OBJECTIVES Explore views of nurse academics regarding service user involvement in nursing education programmes. DESIGN Qualitative exploratory. SETTINGS Australian universities offering educational programmes in nursing at postgraduate and undergraduate levels. PARTICIPANTS Thirty four participants from 27 Australian universities participated. METHODS Data were collected using semi-structured telephone interviews with academics involved in teaching and/or coordinating undergraduate and/or postgraduate mental health nursing contents. Data were analysed using content analysis based on four cognitive processes: comprehending, synthesising, theorising and re-contextualising data. RESULTS Four major themes emerged: good idea? long way to go; conceptualising the service user academic role; strengths of lived experience led student learning; and barriers to implementation. CONCLUSIONS Findings indicated strong support for including mental health service users in teaching nursing students. However, at most universities service user engagement was often an informal arrangement, lacking clear guidelines and limited by financial barriers and the positioning of mental health nursing within curricula.
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Affiliation(s)
- Brenda Happell
- Central Queensland University, Institute for Health and Social Science Research, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, Centre for Mental Health Nursing Innovation, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, School of Nursing and Midwifery, Bruce Hwy, Rockhampton, Queensland 4702, Australia.
| | - Dianne Wynaden
- School of Nursing and Midwifery, Health Sciences, Curtin University, GPO Box U 1987, Perth, WA 6845, Australia.
| | - Jenny Tohotoa
- School of Nursing and Midwifery, Innovation Research Institute, Australia; School of Public Health and Curtin Health, Innovation Research Institute, Australia; Health Sciences, Curtin University, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Chris Platania-Phung
- CQUniversity Australia, Institute for Health and Social Science Research, Australia; CQUniversity Australia, Centre for Mental Health Nursing Innovation, Australia; CQUniversity Australia, School of Nursing and Midwifery, Australia.
| | - Louise Byrne
- Central Queensland University, Institute for Health and Social Science Research, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, Centre for Mental Health Nursing Innovation, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, School of Nursing and Midwifery, Bruce Hwy, Rockhampton, Queensland 4702, Australia.
| | - Graham Martin
- Department of Psychology, University of Queensland, Australia.
| | - Scott Harris
- CQUniversity Australia, Institute for Health and Social Science Research, Australia; CQUniversity Australia, Centre for Mental Health Nursing Innovation, Australia; CQUniversity Australia, School of Nursing and Midwifery, Australia.
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14
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Neville C, Goetz S. Quality and substance of educational strategies for mental health in undergraduate nursing curricula. Int J Ment Health Nurs 2014; 23:128-34. [PMID: 23718842 DOI: 10.1111/inm.12025] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
In Australia, there is a workforce shortage of nurses in the mental health sector, and it is essential that universities play a part in the recruitment of nurses to work in this area. In this article, we present a literature review of educational strategies for mental health in undergraduate nursing curricula and how these align with the recommendations of the Mental Health Nurse Education Task Force. We reviewed quantitative and qualitative research from 2005 to 2012. Twelve studies from Australia and elsewhere of different types of educational courses and strategies were included for this review. The key topics identified were in relation to a general overview of programmes outlining the content and outcomes, clinical placement strategies, involvement of consumers and mental health nurses in curriculum delivery and oversight, e-learning strategies, and implementation of mental health majors. Finally, limitations with considering the literature as a whole were highlighted, and recommendations made for future changes and research.
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Affiliation(s)
- Christine Neville
- The University of Queensland, School of Nursing and Midwifery, Ipswich, Queensland, Australia
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15
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Barrett P, Jackson A. Swimming without the water: a critical perspective on mental health experience for adult nursing students. Nurse Educ Pract 2013; 13:487-91. [PMID: 23830557 DOI: 10.1016/j.nepr.2013.05.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2012] [Revised: 04/18/2013] [Accepted: 05/21/2013] [Indexed: 11/29/2022]
Abstract
Adult nurses and adult field nursing students come into contact with a diverse range of other patient groups in their practice but perhaps none more so than those who have co-existing mental health issues. Consequently adult field student nurses must be equipped with the requisite knowledge and skills to competently care for their patients who also experience mental health problems. Given the pressure on placements many education providers have developed alternatives to direct mental health experiences. The authors review their own experience of some of the modalities that higher education institutes (HEI) use to instruct their students in this field. They argue that, ideally, there is no substitute for the practical experience of placements in the mental health sector, particularly if these include contact with mental health nursing. The paper concludes with some recommendations for nursing education and our professional body that could help equip adult field nursing students with the necessary experience and skills of mental health to support them into their future careers.
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Affiliation(s)
- Paul Barrett
- Peter Hodgkinson Centre, Greetwell Road, Lincoln LN2 5AU, UK.
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Happell B, Moxham L, Clarke KA. Implementation of a major in mental health nursing in Australian universities. Int J Ment Health Nurs 2011; 20:237-46. [PMID: 21729253 DOI: 10.1111/j.1447-0349.2010.00728.x] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The difficulty recruiting and retaining an adequate mental health nursing workforce is acknowledged. The major in mental health nursing has been identified as a strategy to promote this specialist area of practice as desirable for students' future careers. Measuring its success requires the collection of detailed data about the structure, content, and uptake of these programmes. A survey was specifically developed to elicit descriptive information about the structure and content of a major in mental health nursing programmes. Fourteen universities participated in this research. Eight had implemented a major, one intends to do so in 2011, and five had abandoned or suspended their plans for the major. The findings suggest considerable variation in both structure and content of the major in mental health nursing throughout Australia. Students are required to commit to and commence the programme at differing stages, and there is a substantial variation in the theoretical and clinical content in mental health undertaken as a requirement for the major. The numbers of students taking the major is relatively small in most universities; however, the retention rates are favourable. These findings provide important data for discussion about the ideal structure and content of a major in mental health nursing.
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Affiliation(s)
- Brenda Happell
- Institute for Health and Social Science Research, School of Nursing and Midwifery, CQUniversity Australia, Rockhampton, Queensland, Australia.
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