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Wang QK, Wang X, Qiu YJ, Bao WX, Chen XC, Xu JJ. The attitudes of nonpsychiatric nurses towards mental disorders in China. Front Psychiatry 2024; 15:1420632. [PMID: 38993389 PMCID: PMC11236610 DOI: 10.3389/fpsyt.2024.1420632] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/20/2024] [Accepted: 06/10/2024] [Indexed: 07/13/2024] Open
Abstract
Background Few studies have explored the associated factors of attitudes of nonpsychiatric nurses towards mental disorders. Therefore, this study is aimed to evaluate the attitudes of nonpsychiatric nurses towards mental disorders and especially explore the association between psychiatric clinical practice and these attitudes. Methods A total of 1324 nonpsychiatric nurses and students majoring in nursing were recruited through an online questionnaire from December 2021 to March 2022 in Sichuan Province, China. Demographic information, personal care experience, psychiatric nursing education and the Community Attitudes towards the Mentally Ill (CAMI) were collected. A higher score indicates a stigmatizing attitude in the authoritarianism and social restrictiveness (SR) subscales and a positive attitude in the benevolence and community mental health ideology (CMHI) subscales. Multivariate linear regression was employed to analyze associated factors of attitudes towards mental disorders, and hierarchical linear regression was used to analyze the association between psychiatric clinical practice and the attitudes towards mental disorders. Results Under the control of confounders, high education level, long residence in urban and personal care experience were positively correlated with score of authoritarianism and SR (p < 0.05), and negatively correlated with score of benevolence (p < 0.05). Long residence in urban and personal care experience were negatively correlated with score of CMHI (p < 0.05). Hierarchical linear regression analysis showed that after adjusting for demographic information, psychiatric clinical practice was associated with lower score of benevolence (B = -0.09, 95%CI = -0.17 ~ -0.003, p = 0.043) and CMHI (B = -0.09, 95%CI = -0.17 ~ -0.01, p = 0.027), but the initial associations between psychiatric clinical practice and authoritarianism, SR disappeared. Conclusions High education level, long residence in urban, personal care experience and the psychiatric clinical practice were associated with the discrimination of nonpsychiatric nurses towards mental disorders. Further exploring practical strategies to optimize the psychiatric clinical practice experience of nonpsychiatric nurses could help improve their attitudes towards mental disorders.
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Affiliation(s)
- Qi-Kai Wang
- Mental Health Center, West China Hospital of Sichuan University, Chengdu, China
- West China School of Basic Medical Sciences and Forensic Medicine, Sichuan University, Chengdu, China
| | - Xu Wang
- Mental Health Center, West China Hospital of Sichuan University, Chengdu, China
| | - Ya-Jing Qiu
- West China School of Basic Medical Sciences and Forensic Medicine, Sichuan University, Chengdu, China
| | - Wen-Xin Bao
- Mental Health Center, West China Hospital of Sichuan University, Chengdu, China
| | - Xia-Can Chen
- West China School of Basic Medical Sciences and Forensic Medicine, Sichuan University, Chengdu, China
| | - Jia-Jun Xu
- Mental Health Center, West China Hospital of Sichuan University, Chengdu, China
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Milasan LH, Farr A, Turnbull I, Scott-Purdy D. Behind the creative canvas: An innovative trauma-informed art-based educational approach using an immersive learning pedagogy. Int J Ment Health Nurs 2024; 33:431-441. [PMID: 37949831 DOI: 10.1111/inm.13250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2023] [Revised: 10/13/2023] [Accepted: 10/26/2023] [Indexed: 11/12/2023]
Abstract
Trauma has been increasingly considered in mental health policies and strategies worldwide. However, the implementation of such initiatives into practice remains inconsistent resulting in a fragmented approach to trauma-informed care. One explanation for the current state of trauma services is the unpreparedness of mental health nurses in line with emerging traumagenic theoretical frameworks. We addressed this gap by implementing an innovative pedagogic project co-produced with people with lived experience of trauma. The aim of this qualitative study was to explore mental health nursing students' perspective on the usefulness of an art-based approach to learning about, and working with, trauma in a non-interactive virtual reality (VR) environment. Ten mental health nursing students have been conveniently selected to take part in a focus group. The thematic analysis revealed authenticity, the power of arts, and underutilisation of arts in mental health nursing as key themes following students' reflections and critical discussions. Recommendations to enhance trauma-informed nursing education and practice are made to support an approach that has the potential to instil positive changes in the way mental health nursing students perceive and work with trauma in their practice.
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Affiliation(s)
- Lucian H Milasan
- Nottingham Trent University, Institute of Health and Allied Professions, Mansfield, UK
| | - Andy Farr
- Independent Visual Artist, Coventry, UK
| | - Isabel Turnbull
- Nottingham Trent University, Institute of Health and Allied Professions, Mansfield, UK
| | - Daniel Scott-Purdy
- Nottingham Trent University, Institute of Health and Allied Professions, Mansfield, UK
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Anyango E, Adama E, Brown J, Ngune I. The impact of final-year clinical placements on nursing students' career planning for the graduate year and beyond. Nurse Educ Pract 2024; 76:103944. [PMID: 38493537 DOI: 10.1016/j.nepr.2024.103944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2023] [Revised: 02/26/2024] [Accepted: 03/13/2024] [Indexed: 03/19/2024]
Abstract
AIMS This study had three objectives: 1) to determine final-year nursing students' career preferences and long-term career plans; 2) to investigate factors influencing nursing students' specialty choices following their final-year clinical placement(s); and 3) to understand how final-year clinical placements can be used to develop the career interests of nursing students to different nursing specialties. BACKGROUND Clinical placement provides an insightful experience that may influence students to feel inclined to work in certain specialties. Therefore, each clinical placement should promote students' learning and enhance positive experiences that could develop their career interests and encourage them to seek employment in the specialty on graduation. DESIGN A cross-sectional online survey. METHODS The survey was structured using the Career Decision Self-Efficacy Scale - Short Form. The questionnaire was distributed to final-year nursing students (N = 222) at two public universities in Western Australia. This study specifically reports on the Goal selection and Planning domains of the Career Decision Self-Efficacy Scale - Short Form, which were explored through additional questions prompting participants to explain their career preferences and reasons for their nursing specialty choices. RESULTS Most participants, fifty-three percent, had low confidence in making career decisions. The Goal Selection and Planning questions measured the students' confidence in choosing a suitable practice destination and preparing for their professional careers. Overall, participants prefer employment in hospital settings both in the short- and long-term aspects of their nursing career. The factors influencing the students' career decisions were classified into three main categories: the clinical environment, educational factors and individual factors. CONCLUSIONS The nursing curriculum may encourage nursing students to work in some specialties over others. This study provides insight into factors that may promote or inhibit students' career choices and how students may be motivated to pursue the less preferred nursing specialties.
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Affiliation(s)
- Edah Anyango
- School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Dr, Joondalup, WA 6027, Australia.
| | - Esther Adama
- School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Dr, Joondalup, WA 6027, Australia
| | - Janie Brown
- School of Nursing, Midwifery and Paramedicine, Curtin University, 208 Kent St, Bentley, WA 6102, Australia
| | - Irene Ngune
- School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Dr, Joondalup, WA 6027, Australia
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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. [PMID: 38389282 DOI: 10.1111/jpm.13035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [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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Shen L, Zhang X, Chen J, Yang Y, Hu R. Exploring the experience of undergraduate nursing students following placement at psychiatric units in China: A phenomenological study. Nurse Educ Pract 2023; 72:103748. [PMID: 37625361 DOI: 10.1016/j.nepr.2023.103748] [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: 03/07/2023] [Revised: 07/22/2023] [Accepted: 08/15/2023] [Indexed: 08/27/2023]
Abstract
AIM To explore undergraduate nursing students' experiences of psychiatric placements. BACKGROUND Placement is an important learning phase for undergraduate nursing students and the placement experiences may affect their career choices. However, nursing students' experiences of psychiatric placements have not been fully explored in China. DESIGN This study adopted a descriptive, phenomenological design. METHODS After psychiatric placement, a semi-structured interview was conducted in June 2022 among 22 final-year undergraduate nursing students using purposive sampling. The data were analysed using Colaizzi's seven-step analysis method. RESULTS Five themes were identified: i) destigmatising mental illness; ⅱ) beneficial communication; ⅲ) gaining confidence; iv) disappointment and sadness; and v) fear and discomfort. CONCLUSION Nursing students experienced various positive experiences and negative emotions during their psychiatric placement. Further research should explore and validate appropriate educational strategies to optimise students' placement experiences to increase their career interest in psychiatric nursing.
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Affiliation(s)
- Ling Shen
- The School of Nursing, Fujian Medical University, No.1 of Xueyuan Road, Shangjie Town, Minhou County, Fuzhou City, Fujian Province, China
| | - Xiao Zhang
- The School of Nursing, Fujian Medical University, No.1 of Xueyuan Road, Shangjie Town, Minhou County, Fuzhou City, Fujian Province, China
| | - Jingyi Chen
- The School of Nursing, Fujian Medical University, No.1 of Xueyuan Road, Shangjie Town, Minhou County, Fuzhou City, Fujian Province, China
| | - Yidan Yang
- The School of Nursing, Fujian Medical University, No.1 of Xueyuan Road, Shangjie Town, Minhou County, Fuzhou City, Fujian Province, China
| | - Rong Hu
- The School of Nursing, Fujian Medical University, No.1 of Xueyuan Road, Shangjie Town, Minhou County, Fuzhou City, Fujian Province, China.
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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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