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Sørensen T, Tingleff EB, Gildberg FA. Feeling Safe and Taking on Responsibilities: Newly Graduated Nurses' Perceptions and Evaluations of Their Transition Into a Forensic Mental Health Inpatient Setting. JOURNAL OF FORENSIC NURSING 2018; 14:126-134. [PMID: 29601414 DOI: 10.1097/jfn.0000000000000190] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Forensic mental health care is faced with serious problems in the recruitment and retention of newly graduated nurses (NGNs). Research into NGNs' experiences of their transition to and evaluations of transition programs in forensic care is sparse, and more studies are called for. This study aimed to investigate the characteristics of NGNs' experiences and perceptions of their transition into a forensic setting and their evaluations of the introduction period. Three focus group interviews were carried out, involving 13 NGNs, lasting 79.68 minutes on average. They were analyzed using thematic analysis. Results show two main themes: "feeling safe" and "taking on responsibilities." If NGNs felt overburdened with clinical responsibilities during their transition, their feeling of safety reduced. The converse also applied; theThe safer they felt, the greater clinical responsibility they felt capable of handling. The more difficult the NGNs perceived the informal transition, the more unsafe they felt, and the more negatively they perceived the responsibilities placed upon them. Tailored programs designed to support both the informal and formal transitions are recommended, along with preceptorship, theoretical training, and role-based support, such as a shift manager, along with early introduction to conflict management and security measures.
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Affiliation(s)
| | | | - Frederik A Gildberg
- Center for Psychiatric Nursing and Health Research, Faculty of Health Sciences, Department of Regional Health Research, University of Southern Denmark
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2
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Alexander L, Sheen J, Rinehart N, Hay M, Boyd L. Mental Health Simulation With Student Nurses: A Qualitative Review. Clin Simul Nurs 2018. [DOI: 10.1016/j.ecns.2017.09.003] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Sayers JM, Cleary M, Hunt GE, Burmeister OK. The Role of the Mental Health Worker in a Housing and Accommodation Support Initiative for Indigenous Australians. Perspect Psychiatr Care 2017; 53:307-312. [PMID: 27456209 DOI: 10.1111/ppc.12181] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/30/2016] [Revised: 05/31/2016] [Accepted: 06/27/2016] [Indexed: 11/26/2022] Open
Abstract
PURPOSE To explore the experiences of mental health workers and perceptions of their role and the scope of their work. DESIGN AND METHODS Qualitative design. Twenty interviews were conducted with mental health workers. Interviews were analyzed using thematic analysis. FINDINGS Three overarching themes were identified. In this paper the overarching theme of "dimensions of my role" is discussed. Subthemes were (a) information and education, (b) person-centered care, and (c) networking and partnerships. PRACTICE IMPLICATIONS Professional development, networking, and partnerships underpin the provision of coordinated services and ultimately person-centered care. Enhancing staff capacity building may also enable sustainability of appropriate quality services.
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Affiliation(s)
- Jan Maree Sayers
- Research Assistant, School of Health Sciences, University of Tasmania, Sydney, NSW, Australia
| | - Michelle Cleary
- Professor, School of Health Sciences, University of Tasmania, Sydney, NSW, Australia
| | - Glenn E Hunt
- Associate Professor, Discipline of Psychiatry, University of Sydney, Sydney, NSW, Australia
| | - Oliver K Burmeister
- Associate Professor, School of Computing and Mathematics, Charles Sturt University, Bathurst, NSW, Australia
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Hooper ME, Browne G, O'Brien AP. Graduate nurses' experiences of mental health services in their first year of practice: An integrative review. Int J Ment Health Nurs 2016; 25:286-98. [PMID: 26887915 DOI: 10.1111/inm.12192] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/24/2015] [Revised: 08/17/2015] [Accepted: 10/06/2015] [Indexed: 11/29/2022]
Abstract
New graduate nurses have reported negative experiences in mental health settings, particularly during the transitional period of practice. Previous research has focused on addressing the undergraduate preparation of nurses for practice instead of the experiences and outcomes of the transitional period. Recently, there has been growing interest in exploring the experiences of graduate nurses in transition and the implementation of promising interventions to facilitate new graduates' assimilation to practice. Despite these initiatives, the overall shortage of mental health nurses continues to rise, and graduates still report negative experiences in the mental health setting. The purpose of this study was to identify and explore the experiences of new graduate nurses in mental health services in their first year of clinical practice. An integrative review was conducted with 22 studies sourced from the CINAHL, PubMed, Scopus, and PsychINFO electronic databases, as well as through hand-searching the literature. Literature review findings have highlighted negative clinical experiences and increased attrition from mental health services for graduate nurses. These experiences were closely linked with the changes in the training of mental health nurses, role ambiguity, inadequate clinical preceptorship, encountering the reality of mental health services, and the role of health services in transitioning graduate nurses into clinical practice. Established research into organizational cultures demonstrates that negative organizational outcomes result from negative workplace experiences. Therefore, further research into new graduate nurses' experiences of mental health nursing and its culture might clarify the reasons why they might not be attracted to the discipline and/or are leaving early in their career.
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Affiliation(s)
- Mary-Ellen Hooper
- School of Nursing and Midwifery, University of Newcastle, Newcastle, New South Wales, Australia
| | - Graeme Browne
- School of Nursing and Midwifery, University of Newcastle, Newcastle, New South Wales, Australia
| | - Anthony Paul O'Brien
- School of Nursing and Midwifery, University of Newcastle, Newcastle, New South Wales, Australia
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Tingleff EB, Gildberg FA. New graduate nurses in transition: a review of transition programmes and transition experiences within mental health care. Int J Ment Health Nurs 2014; 23:534-44. [PMID: 25606623 DOI: 10.1111/inm.12087] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Research on experiences of transition into mental health-care roles seems sparse, but it is vital in order to produce a comprehensive understanding of the transition into mental health-care roles and to serve as a foundation for future research and development. The aim of the present study was to review existing research literature, and in doing so, investigate transition programmes for new graduate nurses (NGN) into mental health care, and their experiences of role transition and evaluations of participation in transition programmes. The literature review spans literature published after the year 2000. The literature search was conducted using the following databases: CINAHL, Psychology and Behavioral Sciences Collection, PsycINFO, and Pubmed. Search results consisting of 14 articles were analysed using thematic analysis. Results from the analysis showed four overall themes: nursing education, transition programmes and evaluations, working environment, and the NGN role. We conclude that it is not possible to produce a comprehensive understanding specifically concerning the transition programmes for NGN into mental health care, and that further research is necessary due to the limitations of this review.
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Affiliation(s)
| | - Frederik Alkier Gildberg
- Department of Psychiatry Vejle-Kolding; Region of Southern Denmark; Kolding Denmark
- Institute of Regional Health Research; University of Southern Denmark; Odense C Denmark
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6
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Happell B, McAllister M. Perspectives of Australian nursing directors regarding educational preparation for mental health nursing practice. Issues Ment Health Nurs 2014; 35:891-7. [PMID: 25353302 DOI: 10.3109/01612840.2014.891679] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
There is an ongoing global shortage of mental health nurses. Within Australia, the principal strategy of offering a postgraduate education programme with various incentives to encourage nurses back to study has not been successful. This has led to the consideration of radical alternatives, including the return to pre-registration specialisation in mental health. The successful introduction of this strategy would require the full support of industry partners. To date, the voice of industry has not been heard in relation to this issue. The aim of this paper is to present the views of an Australian sample of mental health nursing directors regarding the resources and other factors required, should undergraduate specialist programmes in mental health be developed, to ensure they are relevant and likely to be successful. A qualitative exploratory research project was undertaken to explore the perspectives and opinions of industry partners. In-depth interviews were conducted with nursing directors (n = 12) in Queensland Australia. Five main themes were identified: relationships with universities; clinical placement preparation and support; workplace culture; facilitators and preceptors; and practical student learning. Genuine collaboration between the two organisations was considered crucial for delivering a quality programme and providing the required support for students. Transformative leadership could inform this collaboration by promoting acknowledgement of and respect for differences.
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Affiliation(s)
- Brenda Happell
- Central Queensland University Australia, School of Nursing & Midwifery, Rockhampton, Australia
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Happell B, McAllister M. Implementing a major stream in mental health nursing: barriers to effectiveness. Int J Ment Health Nurs 2014; 23:435-41. [PMID: 24890753 DOI: 10.1111/inm.12075] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Changes to the educational preparation of the nursing workforce in mental health continue to have profound effects on the availability of sufficient numbers of skilled graduates willing to work in this field. The longevity of the problem has focused attention on possible solutions. Introducing a major stream in mental health nursing in undergraduate Bachelor of Nursing programmes was proposed and supported as a potentially beneficial strategy, adopted by some Australian universities. Despite the promise invested in this strategy, systematic evaluations to determine the effectiveness or otherwise of this approach were not initiated. A qualitative exploratory study was undertaken with Australian universities, which had implemented the major stream, regarding their experiences and observed outcomes. In-depth interviews were conducted with a mental health nurse academic from each university. The barriers to the effectiveness of the major in mental health nursing are the specific focus of this paper. Thematic data analysis revealed three main barriers: clinical placements, lack of support from other academics, and integrated curricula. These barriers substantially limited the effectiveness of this strategy - in some instances, leading to the programme's termination - and must be assertively addressed to maximize the potential of the major in mental health nursing.
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Affiliation(s)
- Brenda Happell
- Central Queensland University, Institute for Health and Social Science Research, Centre for Mental Health Nursing Innovation, Rockhampton, Queensland, Australia; Central Queensland University, School of Nursing and Midwifery, Rockhampton, Queensland, Australia
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Cleary M, Jackson D, Hungerford CL. Mental health nursing in Australia: resilience as a means of sustaining the specialty. Issues Ment Health Nurs 2014; 35:33-40. [PMID: 24350749 DOI: 10.3109/01612840.2013.836261] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
As a concept, resilience is continuing to attract considerable attention and its importance across various life domains is increasingly recognised. Few studies, however, have defined or considered the notion of the group or collective resilience of a profession, including the capacity of that profession to withstand adversity and continue to develop positively in the face of change. This article considers the notion of resilience from the perspective of the specialty of mental health nursing, including the ways the specialty has adapted--and continues to develop--to changes experienced since deinstitutionalisation. Insights are drawn from a national Delphi study undertaken in Australia to develop a Scope of Practice for Mental Health Nurses, with responses used as a springboard to consider the impact of the perceived loss of professional identity on the collective resilience of the profession. Recommendations for a way forward for the profession are considered, including the ways in which a collective professional resilience could be developed to sustain and strengthen the professional identity of mental health nursing in Australia and across the globe.
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Affiliation(s)
- Michelle Cleary
- National University of Singapore, Yong Loo Lin School of Medicine, Singapore
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Cleary M, Horsfall J, Jackson D, Muthulakshmi P, Hunt GE. Recent graduate nurse views of nursing, work and leadership. J Clin Nurs 2013; 22:2904-11. [PMID: 23675699 DOI: 10.1111/jocn.12230] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/09/2012] [Indexed: 12/01/2022]
Abstract
AIMS AND OBJECTIVES To assess recent nurse graduates of a large university and seeks their views of university preparation, requisite nursing skills and qualities, workplace transition, supports received, nurse leadership and role models, and career development and retention. BACKGROUND Concern about attracting and retaining registered nurses is a continuing workforce issue in parts of Asia and throughout the world. DESIGN Qualitative interviews with recent nursing graduates. METHODS Seventeen face-to-face interviews took place using a structured schedule of 23 questions. Data were coded and analysed by hand to determine clusters of interest and develop themes. RESULTS Four broad topics emerged: (1) skills and qualities graduates consider central to nursing; (2) the support they received during the transition from graduate to novice practitioner and that which continues; (3) elements they value in nursing role models and leaders; and (4) the ward characteristics that will encourage them to remain in nursing and develop a career. Interviewees expressed concerns about retention-related issues, making suggestions for improvements. Unique findings focus on the blaming culture that many respondents consider they are working in, and the system whereby they are not free to access postgraduate studies until a specific time frame has elapsed, and when they do pursue further studies, they are bonded to the auspicing hospital/health service. CONCLUSIONS Responses unique to this research are the explicit concerns about a blaming culture, and complaints about rigid rules (bonding system) that virtually prevent an individual from accessing postgraduate studies independent of the hospital system. Interviewees strongly resent the bonding system that indentures them to that place of work. RELEVANCE TO CLINICAL PRACTICE Quality health care is dependent on a well-educated, sustainable and skilled nursing workforce. Recognition of the concerns of newly graduated nurses in relation to nursing skill acquisition, workplace support issues and career concerns can assist in ensuring these issues are adequately addressed and in turn contribute to a stronger, more stable and competent nursing workforce.
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Affiliation(s)
- Michelle Cleary
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Clinical Research Centre, Singapore, Singapore
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Cleary M, Horsfall J, Happell B, Hunt GE. Reflective components in undergraduate mental health nursing curricula: some issues for consideration. Issues Ment Health Nurs 2013; 34:69-74. [PMID: 23369117 DOI: 10.3109/01612840.2012.722171] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
After reflective practice took nursing by storm 20 years ago it is timely to re-examine its influence and implementation on undergraduate teaching. Elements of reflection in relation to learning, matters that affect students and teachers in the classroom and on clinical placements, are reiterated. Interpersonal ethical concerns and issues associated with students' emotional responses to the situations on which they reflect also are considered. We have identified a number of elements that must be considered from both the student's and educator's perspectives to ensure safe and appropriate reflection activities are used in mental health-specific or non-specific undergraduate nursing subjects.
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Affiliation(s)
- Michelle Cleary
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore. michelle
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Cleary M, Horsfall J, O'Hara-Aarons M, Jackson D, Hunt GE. Mental health nurses' perceptions of good work in an acute setting. Int J Ment Health Nurs 2012; 21:471-9. [PMID: 22583567 DOI: 10.1111/j.1447-0349.2011.00810.x] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Frequently, research and conference papers explore difficult or problematic areas of practice that can inadvertently render daily nursing accomplishments invisible and create the perception of a discipline in crisis. In this qualitative study, we explore the views of registered nurses about achievements in the workplace and good nursing work in an acute inpatient mental health setting in Sydney, Australia. Mental health nurses were asked a series of questions about their experiences and understanding of what constitutes good nursing work as well as their sense of optimism about their work. A total of 40 structured face-to-face interviews were completed. Among the responses to questions about achievements and good nursing practice, five broad themes were identified: i) teamwork; (ii) interpersonal interactions with patients; (iii) providing practical and holistic support to patients; (iv) patients' mental health improvements; and (v) optimism-pessimism continuum. Findings contribute to a discussion of good nursing work in acute mental health settings, as well as self-perceptions of optimism and hopefulness, which are important contributors to positive, supportive health-care settings and patient recovery.
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Affiliation(s)
- Michelle Cleary
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, Singapore.
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Cleary M, Horsfall J, O'Hara-Aarons M, Mannix J, Jackson D, Hunt GE. Views and experiences of mental health nurses working with undergraduate assistants in nursing in an acute mental health setting. Int J Ment Health Nurs 2012; 21:184-90. [PMID: 22176587 DOI: 10.1111/j.1447-0349.2011.00784.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Undergraduate nurses are employed as assistants in nursing (AIN) in inpatient mental health settings; however, there is a paucity of published research exploring registered nurses' (RN) views about the AIN role in these settings. This qualitative study documents the views and experiences of RN working with undergraduate AIN. Fifty structured face-to-face interviews were analysed, and the results are discussed in three sections. The first section outlines RN perceptions of qualities and skills required of AIN in mental health, and the responses primarily focus on communication skills, initiative, and willingness to learn. The second section targets factors in the workplace that might enhance the interest of AIN in a mental health nursing career; the responses emphasize their need to work with experienced staff. The last section outlines RN expectations of AIN, most of which are met and involve physical observations and technical tasks; less fulfilled activities primarily cluster around interactions with patients. Findings highlight the advantages and disadvantages of drawing on undergraduate nursing students as AIN in mental health settings. Communication skills, personal initiative, safety training to prevent violence, and education to increase knowledge and awareness about mental illness, diagnosis, and mental status-related skills were all important concerns articulated by RN.
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Affiliation(s)
- Michelle Cleary
- School of Nursing and Midwifery, University of Western Sydney, New South Wales, Australia.
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13
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Cleary M, Horsfall J, Happell B. Promoting mental health nursing: employing undergraduate nursing students as assistants in mental health. Int J Ment Health Nurs 2012; 21:69-74. [PMID: 21771233 DOI: 10.1111/j.1447-0349.2011.00760.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
The difficulty in attracting graduates of nursing programmes into mental health nursing (MHN) remains an ongoing challenge. Moreover, it is frequently claimed that undergraduate nursing students do not always regard MHN favourably for future employment. Although undergraduate nurses are employed as assistants in nursing (AIN) in mental health settings, there is no published research exploring their role, the career trajectory into MHN, or its effectiveness as a recruitment strategy. In this paper, we draw on the literature to delineate factors that might contribute to the desire of AIN to work in MHN. Nine factors were identified: acceptance by nurses, fitting in with the culture, managing the workload, developing a realistic appraisal of the effectiveness and limits of psychiatry, constructive learning from direct interpersonal interactions with clients, practising communication skills, being supported in a structured way, working with positive role models, and the overall quality of the employment setting. A comprehensive understanding of these factors can enhance the experience of undergraduate nursing students working as AIN, and potentially increase recruitment into MHN.
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Affiliation(s)
- Michelle Cleary
- Family and Community Health Research Group, School of Nursing and Midwifery, University of Western Sydney, Sydney, New South Wales.
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Cleary M, Horsfall J, Mannix J, O'Hara-Aarons M, Jackson D. Valuing teamwork: Insights from newly-registered nurses working in specialist mental health services. Int J Ment Health Nurs 2011; 20:454-9. [PMID: 21676136 DOI: 10.1111/j.1447-0349.2011.00752.x] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
In this qualitative study, the experiences of a small cohort of registered nurses (RN) during the first 2 years of mental health employment were documented. A total of 13 semistructured interviews were completed from within a specialist mental health setting. Eleven issues were identified: (i) teamwork; (ii) experiential learning; (iii) self-development; (iv) confidence; (v) listening; (vi) rapport; (vii) keen observation; (viii) patience; (ix) empathy; (x) learning from colleagues; and (xi) maintaining a positive approach towards patients. The nurses focused on the here-and-now circumstances, rather than on future plans, or past preparation, and were able to elucidate the qualities and skills that they brought to their clinical work. Participants were most proud of achievements that bridged the personal and professional, such as self-development, working closely with patients to develop rapport, experiential learning, and teamwork. Findings highlight the importance of teamwork to newly-graduated RN entering the mental health environment. It is known that teamwork can convey a sense of belonging and help create an environment in which applied experiential clinical learning can occur. Therefore, it is important that efforts are made to facilitate team building and opportunities for teamwork when new graduates are transitioning into the mental health clinical practice environment.
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Affiliation(s)
- Michelle Cleary
- Family and Community Health Research Group, School of Nursing and Midwifery, University of Western Sydney, New South Wales, Australia.
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Transition to intensive care nursing: a state-wide, workplace centred program-12 years on. Aust Crit Care 2011; 25:91-9. [PMID: 21962835 DOI: 10.1016/j.aucc.2011.09.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2011] [Revised: 09/05/2011] [Accepted: 09/06/2011] [Indexed: 11/23/2022] Open
Abstract
In November 1999, the Queensland Health (QH) Transition to Practice Nurse Education Program - Intensive Care (TPNEP-IC) was initiated in QH Intensive Care Units (ICUs) across Queensland. This 12-month, state-wide, workplace based education program has set minimum standards for intensive care nursing education and therefore minimum standards for intensive care nursing practice in QH. In the 12 years of operation, 824 nurses have completed TPNEP-IC, 761 achieving academic credit status and 453 utilising this academic credit status to undertake postgraduate study in critical/intensive care nursing at three Queensland universities. These outcomes were achieved through the appointment of nurse educators within ICUs who, through a united and strong commitment to this state-wide approach formed collaborative professional networks, which resulted in the development, implementation and maintenance of the program. Furthermore, these networks enabled a framework of support for discussion and dissemination of evidence based practice, to endorse quality processes for TPNEP-IC and to nurture leadership potential among educators. Challenges to overcome included obtaining adequate resources to support all aspects of the program, gaining local management and administrative support, and embedding TPNEP-IC within ICU culture. The 12 years of operation of the program have demonstrated its long term sustainability. The program is being launched through a new blended learning approach utilising e-learning strategies. To capitalise on the current success, a strong commitment by all stakeholders will be required to ensure the ongoing sustainability of the program.
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Schwartz L, Wright D, Lavoie-Tremblay M. New nurses' experience of their role within interprofessional health care teams in mental health. Arch Psychiatr Nurs 2011; 25:153-63. [PMID: 21621729 DOI: 10.1016/j.apnu.2010.08.001] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/19/2010] [Revised: 07/29/2010] [Accepted: 08/01/2010] [Indexed: 11/16/2022]
Abstract
This qualitative study explored new nurses' experience of their role within interprofessional health care teams in a mental health organization in Canada. Semistructured interviews were conducted with 10 nurses. Content analysis revealed two main themes, namely, adopting a passive role to learn how to fit in and engaging in an active role to impact on patient care. Establishing credibility and building trust were central to the new nurses' transition from a passive to a more active role. Interpersonal and organizational factors contributed to the transition. Recommendations for creating healthy work environments that promote interprofessional collaboration and facilitate new nurses' transition into interprofessional health care teams are presented.
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Affiliation(s)
- Lindsay Schwartz
- Segal Cancer Centre, Sir Mortimer B. Davis-Jewish General Hospital, Montréal, Québec, Canada.
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Procter N, Beutel J, Deuter K, Curren D, de Crespigny C, Simon M. The developing role of Transition to Practice programs for newly graduated mental health nurses. Int J Nurs Pract 2011; 17:254-61. [DOI: 10.1111/j.1440-172x.2011.01932.x] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Crider MC, McNiesh SG. Integrating a professional apprenticeship model with psychiatric clinical simulation. J Psychosoc Nurs Ment Health Serv 2011; 49:42-9. [PMID: 21485979 DOI: 10.3928/02793695-20110329-01] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2010] [Accepted: 02/14/2011] [Indexed: 11/20/2022]
Abstract
In this article, we present a theory-based application of clinical simulation in psychiatric-mental health nursing education. As described by Benner, Sutphen, Leonard, and Day, a three-pronged apprenticeship that integrates intellectual, practical, and ethical aspects of the professional role is critical in the development of practical reasoning in nursing education and training. Clinical encounters are often fraught with ambiguity and uncertainty. Therefore, educating for a practice discipline requires experiential and situated learning. Using the three-pronged experiential model in simulated psychiatric-mental health nursing practice supports the development of critical nursing skills, ethics, and theoretical concepts. A clinical scenario is presented that demonstrates the application of this model of professional apprenticeship in psychiatric-mental health education. Applications of the concept presented may be used in training nurses new to the practice of psychiatric-mental health nursing.
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Affiliation(s)
- Mark C Crider
- The Valley Foundation School of Nursing, San Jose State University, San Jose, California 95192-0057, USA.
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Abstract
Historically, the education and training of psychiatric nurses in Canada have only been available within a psychiatric institutional setting or community college. This trend, however, has experienced a recent shift with the establishment of a Canadian undergraduate programme. This development is symbolic of the profession's evolution and serves three primary purposes. First, it continues to address the psychiatric nursing shortage; second, it provides additional educational and career opportunities for students; and third, it serves to advance the psychiatric nursing profession. This essay reflects on a decade of undergraduate psychiatric nurse education and discusses the salient challenges and needs of learners and educators.
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Happell B. Moving in circles: a brief history of reports and inquiries relating to mental health content in undergraduate nursing curricula. NURSE EDUCATION TODAY 2010; 30:643-648. [PMID: 20138410 DOI: 10.1016/j.nedt.2009.12.018] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2009] [Revised: 12/13/2009] [Accepted: 12/21/2009] [Indexed: 05/28/2023]
Abstract
Since the abolition of specialist, undergraduate education in mental health nursing, serious concerns have been raised about the inadequate amount of theory and clinical experience devoted to this specialty in most pre-registration nursing programs in Australia. A number of government initiated reports and inquiries have been undertaken to scope the problem and provide recommendations with the aim of overcoming the identified deficits. Most inquiries have agreed that mental health nursing is under-represented in undergraduate programs and this has serious consequences for establishing a sustainable mental health nursing workforce and for providing optimal care for people experiencing a mental illness. The recommendations tend to support the continuation of comprehensive nursing education, but emphasise the need for increased mental health content. Terms like significant and substantial are often used which are not easily quantifiable. The repetitive nature of the recommendations and findings of the reports suggests that real change is not likely to occur unless specific minimum standards for the mental health content of undergraduate nursing programs are set.
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Affiliation(s)
- Brenda Happell
- School of Nursing and Midwifery, Institute for Health and Social Science Research, CQUniversity Australia, Bruce Highway, Rockhampton, 4702 Queensland, Australia.
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