scholarly journals Resistance to group clinical supervision: A semistructured interview study of non-participating mental health nursing staff members

2017 ◽  
Vol 27 (2) ◽  
pp. 783-793 ◽  
Author(s):  
Niels Buus ◽  
Cynthia Delgado ◽  
Michael Traynor ◽  
Henrik Gonge
Keyword(s):  
Mental Health ◽  
Clinical Supervision ◽  
Nursing Staff ◽  
Interview Study ◽  
Semistructured Interview ◽  
Mental Health Nursing ◽  
Staff Members ◽  
Health Nursing

scholarly journals Investigating professional quality of life in nursing staff working in Adolescent Psychiatric Intensive Care Units (PICUs)

2019 ◽  
Vol 14 (1) ◽  
pp. 59-71 ◽  
Author(s):  
Celeste Foster
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Nursing Staff ◽  
Professional Quality Of Life ◽  
Mental Health Nursing ◽  
Content Type ◽  
Benchmark Data ◽  
Professional Quality ◽  
Health Nursing

Purpose The purpose of this paper is to investigate professional quality of life of mental health nursing staff working within an adolescent psychiatric intensive care unit (PICU) setting. Professional quality of life is important, as there is a correlation between staff wellbeing and the quality of healthcare services delivered, particularly within mental health settings. Mental health nursing staff in adolescent PICU services deal with a wide range of physically and emotionally demanding challenges when providing care, yet the potential impact of this demanding work upon staff in this context has not been explored. Design/methodology/approach The study used a longitudinal non-experimental design with a purposive sample. Quantitative data were collected from a total of 17 registered mental health nurses and healthcare assistants (HCAs) working in an adolescent PICU in the North of England. Repeated measures were administered at three consecutive intervals, three months apart, using a validated self-report measure, the Professional Quality of Life Scale V (ProQOL V, Stamm, 2010). Data were analysed using descriptive and inferential statistical analysis using benchmark data from the ProQOL V instrument for comparison. Findings Analysis of results compared to ProQOL V benchmark data showed significantly higher than expected levels of compassion satisfaction, and lower than expected levels of burnout and secondary traumatic stress for adolescent PICU nursing staff within the study. There were no significant differences between qualified nurses and HCAs. Potential explanations and practice implications of these findings are discussed. Originality/value This is the first published study to investigate professional quality of life within the mental health nursing population working in adolescent PICU, providing empirical insights into a previously unexplored mental health context.

Specialist educational intervention for mental health nursing staff: delivery, content and personal impact

2005 ◽  
Vol 51 (5) ◽  
pp. 529-538 ◽  
Author(s):  
Penny Bee ◽  
David Richards ◽  
Samantha Loftus ◽  
John Baker ◽  
Lorna Bailey ◽  
...  
Keyword(s):  
Mental Health ◽  
Educational Intervention ◽  
Nursing Staff ◽  
Mental Health Nursing ◽  
Personal Impact ◽  
Health Nursing

scholarly journals Pushing the Boundaries: Relationships With Adolescents

2021 ◽  
Author(s):  
◽  
Julia Margaret McLean
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Clinical Supervision ◽  
Adolescent Mental Health ◽  
Therapeutic Relationships ◽  
Open Communication ◽  
Mental Health Nursing ◽  
Professional Boundaries ◽  
New Graduate ◽  
Health Nursing

<p>Therapeutic relationships are central to mental health nursing. The nurse's role in maintaining professional yet therapeutic boundaries within this relationship can be challenging. When therapeutic boundaries are breeched within the nurse adolescent relationship the adolescent's safety within this relationship is compromised. There is currently limited literature on how nurses are managing professional boundaries in relationships with adolescents in this setting. The adolescent's nature is to push boundaries; therefore the nurse needs to be acutely aware of this boundary pushing in everyday practice settings. For the safety of the adolescent and the nurse it is vital the nurse understands her role in managing the professional boundary. This thesis explores, through the use of narrative inquiry, four adolescent mental health nurses' experiences of assessing, understanding and maintaining therapeutic boundaries with adolescents in a mental health setting in New Zealand. The unique and specific implications for adolescent mental health nursing are discussed. Three key themes emerged from the analysis and findings: the importance of the nurse clarifying his/her role; the learning that occurs throughout the practice journey; and the role of the nurse in keeping the adolescent and the nurse safe. These findings highlight the importance of clinical supervision and open communication with senior nurses and mentors, which assist the nurse in monitoring practice. When nurses do not have sufficient knowledge of the fundamental principles of adolescent mental health nursing; such as knowledge and skills in both adolescent development and psychodynamic nursing, they are at risk of boundary crossings. Recommendations from this research include more emphasis on psychodynamic nursing principles in nursing education and nursing practice. There is a need for specialised education for nurses in child and adolescent mental health nursing. Nursing entry to practice programmes for new graduate nurses working in mental health, could assist in providing this. There is a call for further research into therapeutic relationships and professional boundaries in this complex nursing specialty.</p>

scholarly journals Measuring therapeutic engagement in acute mental health inpatient environments: the perspectives of service users and mental health nurses

2021 ◽  
Author(s):  
Mary Chambers ◽  
Sue McAndrew ◽  
Fiona Nolan ◽  
Benjamin Thomas ◽  
Paul Watts ◽  
...  
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Clinical Supervision ◽  
Free Text ◽  
Service Users ◽  
Mental Health Nursing ◽  
Mental Health Nurses ◽  
Therapeutic Engagement ◽  
Free Text Response ◽  
Health Nursing

Abstract Background: A key component of caring for service users (SUs) in acute mental health inpatient environments is Therapeutic Engagement (TE). To that end, the Therapeutic Engagement Questionnaire (TEQ) was developed and validated. The TEQ measures TE between SUs and registered mental health nurses (RMHNs) from the perspective of both parties and can quantify and recognise how nurses engage with SUs and monitor this activity as well as its enhancement of SU care and recovery. The aim of this study was to explore the views of SUs and RMHNs in relation to the TEQ and how it could be adopted into clinical practice within an acute inpatient environment.Methods: As part of the validation stage of the development of the TEQ, the views of 628 SUs and 543 RMHNs were collected using a qualitative approach by way of free text at the end of the questionnaire. Two questions required free text response: – ‘what do you think of the TEQ?’, and ‘how can it be utilised?’Results: Following thematic analysis, it was found that both sets of participants stated that such a tool could be utilised to improve the service, could help nurses with reflective practice, be utilised as part of clinical supervision and to aid nurses’ professional development. The nurse participants also stated that such a tool would help track SU participation and enablement in their care. Furthermore, the nurses noted that the tool would help to reinforce the core ‘caring’ value of nursing and the overall goal of recovery. The SUs added that a TE tool would recognise the work of mental health nurses and provide them with a clear opportunity to express their views in relation to nursing staff.Conclusions: Therapeutic engagement (TE) has been identified as part of the repertoire of mental health nursing and both groups of participants identified how a tool to assess this construct may be utilised in day-to-day clinical practice to the benefit of each group.

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