Reflection and mental health nursing. Part two: reflection in everyday practice

2019 ◽  
Vol 8 (3) ◽  
pp. 122-123
Author(s):  
John Fowler
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Reflective Learning ◽  
Everyday Practice ◽  
Everyday Clinical Practice ◽  
Mental Health Nursing ◽  
Health Nursing

In the second part of this new series on reflection in mental health nursing, John Fowler examines two different perspectives of reflection that are used in everyday clinical practice. He explores how most nurses are aware of their use of reflection following a nursing action or an incident, but are less aware of their ability to use reflection during action. Further articles in the series will be available online and will examine the application of reflection to everyday clinical practice including making time, reflective techniques and reflective learning.

Reflection and mental health nursing. Part one: is reflection important?

2019 ◽  
Vol 8 (2) ◽  
pp. 68-69
Author(s):  
John Fowler
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Reflective Learning ◽  
Mental Health Nursing ◽  
Mental Health Nurses ◽  
Health Nursing

In this new series, John Fowler, a noted nursing author, will explore the use of reflection in mental health nursing. Over the next eight issues, John will be examining some of the techniques that mental health nurses can use to aid their own reflection and how reflection can be applied to clinical practice and management. The series will cover portfolios, reflective learning, reflective evidence, the use of feedback and reflection in all aspects of life.

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.

scholarly journals Reducing the Violent Behavior in Schizophrenia Patient Through Online Clinical Practice During the Covid-19 Pandemic

2020 ◽  
Vol 8 (4) ◽  
pp. 369
Author(s):  
Dhaifina Dini Ghassani Rizki ◽  
Ice Yulia Wardani
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Nursing Care ◽  
Violent Behavior ◽  
Nursing Interventions ◽  
Nurse Specialist ◽  
Mental Health Nursing ◽  
Case Study Analysis ◽  
Health Nursing

Online clinical practice is an alternative in providing mental health services during the COVID-19 pandemic. Online clinical practice is useful in preventing relapse that is at risk of occurring during a pandemic in people with serious mental disorders such as schizophrenia. One of the schizophrenia relapse symptoms is a change in behavior that is distorted so that it creates a risk of violent behavior. Violence is a maladaptive response indicated by injuring oneself, others, or the environment. The patient’s ability to control violent behavior can be used as a means of preventing violent behavior. Nursing interventions based on mental health nursing care standards are carried out to prevent or control violent behavior in patient. The purpose of providing nursing care is to reduce symptoms and increase the patient’s ability to control violent behavior. The research method used case study analysis. The instrument used was an evaluation sheet of symptoms and the ability to control violent behavior. The final evaluation of the nursing care provided showed a decrease in symptoms and an increase in patient’s ability to control violent behavior. Promotion and prevention of health problems in patient with a risk of violent behavior can be done by implementing online nursing care based on mental health nursing care standards, as well as collaborating with clinical nurse specialist and related communities.

Reflection and mental health nursing. Part seven: reflection as a tool for teaching and learning

2021 ◽  
Vol 10 (1) ◽  
pp. 1-4
Author(s):  
John Fowler
Keyword(s):  
Mental Health ◽  
Experiential Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Reflective Learning ◽  
Mental Health Nursing ◽  
Dynamic Relationship ◽  
Mental Health Nurse ◽  
Health Nurse ◽  
Health Nursing

Reflection is an important skill in the armoury of the mental health nurse. Most nurses are familiar with its use in the review and development of their clinical client-centred practice; however, its use for the nurse's own development is less well appreciated. The author highlights how the elements of a reflective learning process can be used by the clinically based nurse to enhance the support of their students' learning. The principles of reflection before, during and after action are then explored as a tool in enhancing the clinician's own experiential learning, examining the dynamic relationship between experience and reflection.

A randomised controlled trial of clinical supervision: selected findings from a novel Australian attempt to establish the evidence base for causal relationships with quality of care and patient outcomes, as an informed contribution to mental health nursing practice development

2010 ◽  
Vol 15 (2) ◽  
pp. 151-167 ◽  
Author(s):  
Edward White ◽  
Julie Winstanley
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Randomised Controlled Trial ◽  
Clinical Supervision ◽  
Controlled Trial ◽  
Evidence Base ◽  
Mental Health Nursing ◽  
Health Nursing ◽  
Randomised Controlled ◽  
Practice Development

This paper reports on selected findings from a novel randomised controlled trial (RCT) conducted in mental health settings in Queensland, Australia. Several national and state reports recently revealed the sub-optimal state of Australian mental health service provision which have direct implications for mental health nursing, including the privately experienced cost of working and coping in these settings. Clinical supervision (CS), a structured staff support arrangement, has shown promise as a positive contribution to the clinical practice development agenda and is now found reflected in health policy themes elsewhere in the world. However, CS is underdeveloped in Australia and the empirical evidence base for the informed implementation of CS, per se, has remained elusive. Within the overall context of a RCT design, therefore, and supplemented by other data collection methods, this large and generously funded study attempted to make an incremental contribution to better understanding this demanding substantive domain. Whilst the substantive insights and theoretical propositions reported here were derived from, and may be limited by, a sub-specialty of nursing and a single geographic location, they were earthed in the personal self-reported experience of those directly involved with a clinical practice innovation. They may resonate with counterparts beyond mental health nursing and Queensland, Australia, respectively, therefore, and may assist in both conceptualising and operationalising CS research, education, management, policy and clinical practice development decision making in the future.

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

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
M. Chambers ◽  
S. McAndrew ◽  
F. Nolan ◽  
B. Thomas ◽  
P. 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 the TEQ 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.

scholarly journals Objective structured clinical exam: a successful approach to pre-registration mental health nurse assessment

2017 ◽  
Vol 12 (2) ◽  
pp. 90-97
Author(s):  
William John Murcott ◽  
Nicola Clarke
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Subjective Experience ◽  
Mental Health Nursing ◽  
Content Type ◽  
Clinical Exam ◽  
Mental Health Nurse ◽  
Health Nurse ◽  
Objective Structured Clinical Exam ◽  
Health Nursing

Purpose Pre-registration mental health nursing courses are a mixture of clinical practice and university-based education completed over three years, culminating in a successful student entering the professional nursing register. During a student’s time at university they will encounter many different types of assessment, whether formative or summative. These are typically academic written assignments, academic exams, presentations, viva, assessed clinical practice by an approved mentor, and objective structured clinical exam (OSCE). The paper aims to discuss these issues. Design/methodology/approach An OSCE to assess second year mental health nursing students was determined to be a highly appropriate method of allowing students to demonstrate the skills associated with the nursing process, NMC standards and learning outcomes for the module. Findings It was recognised that preparation was essential in supporting the reduction of the student’s anxieties over the process, careful design and planning was needed to ensure reliability and validity of a logistically challenging assessment method. Originality/value OSCE have become a major contributor towards the assessment of student nurses and are regarded by some as the gold standard for assessment. However, this assessment has not been widely utilised within mental health nurse education and little research exists surrounding their use. This paper furthers the literature base on the use of OSCE by exploring the underpinning design rationale and the subjective experience of staff and students.

scholarly journals Undergraduate nursing students’ perceptions of integrating evidence into practice in a psychiatric-mental health nursing clinical course

2019 ◽  
Vol 9 (9) ◽  
pp. 1 ◽  
Author(s):  
Nadia Ali Muhammad Ali Charania ◽  
Paula Lynn Ross-Durow ◽  
Barbara-Jean Sullivan ◽  
Laura A. Dansel
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Clinical Course ◽  
Self Concept ◽  
Evidence Based ◽  
Mental Health Nursing ◽  
Professional Self ◽  
Health Nursing

Faculty in a baccalaureate nursing program recognized the need to make intentional efforts to assist nursing students in integrating evidence-based knowledge in their clinical learning.  This paper aims to describe ways in which evidence-based practice (EBP) was incorporated into Psychiatric-Mental Health Clinical Course (P-MHCC) assignments, and summarize students’ perceptions about their use of evidence in their clinical practice. Content analysis was performed on 64 student essays. Four themes were identified following analyses of students’ written self-reflections: clinical assignments created opportunities to incorporate EBP, assignments promoted exploration of resources and fostered development of a professional self-concept, use of evidence in mental health nursing, and students’ views on future use of EBP and barriers. Clinical assignments and educational experiences were influential in students’ utilization of EBP. Students agreed on the value of EBP in their development as nurses and as being necessary to provide the best care to patients. Three future recommendations were proposed. First, faculty facilitating clinical courses must integrate EBP as a consistent component across all clinical assignments and employ specific rubrics to help students recognize the importance of evidence in clinical practice. Second, faculty must be proactive to explore and address students’ barriers to integration of EBP in a P-MHCC. Finally, clinical faculty should consider the use of EBP in clinical assignments as one of the strategies to promote students’ professional self-concept. Future research should include systematically exploring and testing the teaching strategies used by nursing faculty at all levels of the baccalaureate program to determine their effectiveness in improving baccalaureate-nursing students’ knowledge and skills.

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