Review of Use of Standardized Patients in Psychiatric Nursing Education

2017 ◽  
Vol 23 (5) ◽  
pp. 360-374 ◽  
Author(s):  
Janice H. Goodman ◽  
Shira G. Winter
Keyword(s):  
Nursing Education ◽  
Teaching Method ◽  
Current Knowledge ◽  
Standardized Patients ◽  
Evidence Base ◽  
Research Literature ◽  
Psychiatric Nursing ◽  
Integrative Review ◽  
Comprehensive Search ◽  
Research Studies

BACKGROUND: Simulations using standardized patients (SPs) are increasingly used to teach and assess competencies in psychiatric/mental health (PMH) nursing education. To advance the field, it is important to identify current knowledge, practice, and evidence. OBJECTIVE: To determine the current knowledge, evidence, and practice of using SPs in PMH nursing education by conducting an integrative review of the empirical research on the use of SPs in PMH nursing education, and by providing a supplementary descriptive review of non-research articles on PMH simulations using SPs. DESIGN: A comprehensive search using electronic databases was conducted to identify both research and simulation description papers meeting inclusion criteria. The research literature was reviewed using an integrative review approach and a simple descriptive review of the non-research simulation literature was also conducted. RESULTS: Six research studies and 18 simulation description articles were included in the review. Although there are several PMH SP simulation descriptions in the literature, and anecdotal indications that they are a valuable educational tool, there is insufficient research evidence regarding their effectiveness as a method in psychiatric nursing education due to few published studies and methodological limitations of existing studies. CONCLUSIONS: Well-designed research studies are needed to develop an evidence base for this promising and increasingly employed teaching method.

Phänomenologisches Lernen am Beispiel psychiatrischer Pflegethemen

2021 ◽  
pp. 05-12
Keyword(s):  
Nursing Education ◽  
Teaching Methods ◽  
Teaching Method ◽  
Psychiatric Nursing ◽  
Inpatient Setting ◽  
German Expert

In this article, phenomenological learningaccordingtotheconcept of Uzarewicz (2013) is presented as a possibility for the methodi- cal design of psychiatric nursing education, taking into account the specifications of the framework of the german Expert Commissi- on for nursing education (accor- ding to § 53 PflBG). The teaching method is clarified with concrete suggestions for implementation in the classroom and focuses on the phenomena of power, violence, coercion, control and heteronomy in psychiatry by taking the examp- le of the inpatient setting. The le- arning situation relates to the last third of the training to become a nurse and serves as preparation for the compulsory psychiatric as- signment. Keywords: psychiatric nursing, teaching methods, phenomenolo- gical learning

Introduction

2019 ◽  
pp. xvi-6
Author(s):  
Kate L. Harkness ◽  
Elizabeth P. Hayden
Keyword(s):  
Mental Health ◽  
Evidence Base ◽  
Integrative Review ◽  
Stress Exposure ◽  
Stress Resilience ◽  
Psychological Models ◽  
Area Of Study

In this introductory chapter, we provide an overview of The Handbook of Stress and Mental Health. We begin by introducing the scope of the issue and critically operationally defining the construct of stress. We then provide a description of the chapters included in the volume, as well as an outline of the purpose of each of the five major sections: Assessment and Definitional Issues, Stress Exposure and Mental Health, Psychological Models, Neurobiological Models, and Stress Resilience and Treatment. The contributors represent international leaders in the field of stress and provide authoritative and integrative review and analysis of the evidence base in this crucial area of study.

Caring in the recruitment of older African American adults with chronic health disease: An integrative review

2020 ◽  
pp. 174239532090566
Author(s):  
Charlene J Gamboa ◽  
Wrenetha A Julion
Keyword(s):  
African American ◽  
Chronic Illness ◽  
Meta Analysis ◽  
Integrative Review ◽  
Recruitment Strategies ◽  
Caring Behaviors ◽  
Related Research ◽  
African American Adults ◽  
Recruitment Activities ◽  
Research Studies

Objectives The aim of this integrative review is to accrue a comprehensive understanding of caring behavioral characteristics in the recruitment of older African-American adults into health-related research studies centered on chronic diseases. Methods Combined methodologies, Whittemore & Knafl and Kable, Pich & Maslin-Prothero in accordance with preferred items for systematic reviews and meta-analysis, were used to guide the data collection and to report the findings. The data were analyzed based upon recruitment categorization and Kristen Swanson’s middle-range theory of caring. Results Ten out of 260 publications comprised the final sample. They were analyzed and then aggregated by chronic illnesses, recruitment activities, contact level, and Swanson’s five caring behavioral concepts. Select cancers, diabetes, hypertension, and Alzheimer’s disease were the chronic illness foci of eight publications. Cardiovascular disease and stroke were the focus of two publications. Only three studies utilized all five Swanson’s caring concepts, and the frequently used concept throughout all 10 studies was enabling. Discussion Recruitment approaches employed to accrue older African-American adults into chronic illness-related research studies necessitate proactive recruitment strategies that incorporate caring behaviors. Future researchers ought to develop multi-modality recruitment strategies to improve older African-American adults’ representation.

scholarly journals Moving Beyond Two Goals: An Integrative Review and Framework for the Study of Multiple Goals

2021 ◽  
pp. 108886832098581
Author(s):  
Franki Y. H. Kung ◽  
Abigail A. Scholer
Keyword(s):  
Current Knowledge ◽  
Integrative Review ◽  
Goal Structure ◽  
Multiple Goals ◽  
Knowledge Gaps ◽  
Multiple Goal ◽  
New Directions ◽  
Dyadic Relation ◽  
Dyadic Relations

Historically, the study of multiple goals has focused on the dynamics between two goals as the prototypical example of multiple goals. This focus on dyadic relations means that many issues central to the psychology of more than two goals are still unexplored. We argue that a deeper understanding of multiple-goal issues involves moving beyond two goals. Doing so not only reveals new insights about goal relations (e.g., how one dyadic relation affects another) but also introduces goal structure (how goals and goal relations are positioned relative to each other) as a variable in its own right worthy of study. In our review, we discuss current knowledge gaps, review methodologies both in terms of existing techniques and novel techniques we propose, and highlight new directions from moving beyond two goals—what new questions emerge and what dynamics, including intersectional issues (e.g., between goal properties and goal structure), become possible to explore.

The Use of the Humanities in Psychiatric Nursing Education

1994 ◽  
Vol 33 (1) ◽  
pp. 41-42
Author(s):  
Ann R Peden ◽  
Ruth R Staten
Keyword(s):  
Nursing Education ◽  
Psychiatric Nursing

Insanity Plea: A Review of the Research Literature

1981 ◽  
Vol 9 (4) ◽  
pp. 357-401 ◽  
Author(s):  
Richard A. Pasewark
Keyword(s):  
Data Base ◽  
Research Literature ◽  
Limited Data ◽  
Insanity Plea ◽  
Research Studies

This article summarizes the limited number of data-based research studies relating to the insanity plea that are to be found in the literature. Although some tentative conclusions might be made concerning some aspects of the plea's operation, the limited data base available makes these conclusions highly tentative and demonstrates the need of much further research in this area.

scholarly journals In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry Based Learning by an early career lecturer

2020 ◽  
Vol 8 (1) ◽  
pp. 85-93
Author(s):  
Alexandra Louise Sewell
Keyword(s):  
Identity Formation ◽  
Teaching Practice ◽  
Teaching Method ◽  
Academic Identity ◽  
Research Literature ◽  
Early Career ◽  
First Year ◽  
Teaching Excellence ◽  
Inquiry Based Learning ◽  
Self Study

This paper presents a Self-Study of my quest for a personal pedagogy as a HE lecturer in my first year of teaching. I experimented with the application of Inquiry Based Learning as a teaching method of active learning pedagogy. The influence of the experiences of choice and implementation of Inquiry Based Learning on the development of my academic identity are explored. The paper is theoretically grounded in accounts of academic identity formation put forth by Jenkins (1996), Danielewicz and Yem (2014) and King et al. (2014). Themes of identity, arising from experiences of pedagogical choice and teaching practice, were a need for conformity versus a desire for individualism, theoretical knowledge and paradigm adherence, pragmatic constraints and student – lecturer relationship and confidence. These themes are discussed in relation to existing Inquiry Based Learning research literature. With the publication of the first Teaching Excellence Framework (TEF) published in 2017, the paper makes a timely addition to the discourse of new lecturer’s experiences and the often-challenging process of initial academic identity formation. It also offers research into the effects of Inquiry Based Learning for the lecturer, whereas the outcomes for students have been mostly examined by previous literature.   

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