Mental health nursing: is Rome burning?

2020 ◽  
Vol 9 (2) ◽  
pp. 1-11
Author(s):  
Edward White ◽  
Charles Brooker

Background/Aims The recent period of financial austerity, between 2010 and 2020, adversely impacted mental health service provision and raised fundamental questions for mental health nurses. This article aims to identify and discuss present areas of professional concern to mental health nurses in the UK. Methods The authors invited submissions from 12 experienced mental health nurses regarding the contemporary circumstances and likely future direction of mental health nursing. Each manuscript was reviewed, and recurrent themes emerged around which an editorial discussion was framed. Findings Many issues around service provision have persisted and/or deteriorated over time. The impacts on mental health nursing continue to be largely related to the type of educational preparation required, the size of the workforce and the research activity deemed necessary to strengthen the evidence base of clinical practice. Conclusions Mental health nursing faces several challenging issues to address if it is to survive and then to establish the unique professional identity it seeks.

Author(s):  
Marjorie Lloyd

In this chapter we return to the story of Anthony and his brother David, who we originally met in Chapter 4, and Joyce, who first appears in Chapter 5. Previously we considered the role of the mental health nurse in working with people experiencing acute mental health crisis. This chapter seeks to consider how as mental health nurses we might go on to work with these people to support their rehabilitation and reintegration into the community. The chapter opens by outlining some key principles of recovery and proceeds to demonstrate how these ideas might be implemented in working with both Anthony and Joyce. “The way I was feeling my sadness was mine. When I was in hospital staff rarely took time to find out what this was like for me. Not taking the time often fuelled what I was thinking: ‘I’m not worth finding out about.’ Nigel Short (2007: 23)” This service user describes how it feels to live with mental illness continuously throughout their lives, not just while they are in hospital. Professional staff may contribute to this feeling if care planning becomes too focused upon symptoms and treatment rather than person-centred care and recovery. In this context, recovery should not be seen as a new concept; rather it can be traced back at least 200 years to one of the earliest asylums, the Tuke Retreat in Yorkshire. “For it was a critical appraisal of psychiatric practice that inspired the Tuke at York to establish a clinical philosophy and therapeutic practice based on kindness, compassion, respect and hope of recovery. Roberts and Wolfson (2004: 37).” Later, during the 1960s, The Vermont Project (an American psychiatric facility) also published research on successful rehabilitative practice that was based upon ‘faith, hope and love’ (Eldred et al. 1962: 45). However, much of the current focus upon recovery practices is based on longitudinal studies in America, services in Ohio, service users were asked to identify what was important to them. This resulted in the Emerging Best Practices document that is recommended guidance in the UK today (NIMHE 2004).


Author(s):  
Matshidiso L Camenzuli-Chetcuti ◽  
Michael B Haslam

For mental health nurses, a core component of the nurse–patient relationship is compassion. Bearing witness to patients' distress may lead to the manifestation of compassion fatigue; a decrease in compassionate and empathic responses because of prolonged contact with patients with mental ill health issues. Mental health nurses, particularly those who work in areas where they are exposed to frequent crisis presentations, such as inpatient settings and crisis teams, are at risk of developing compassion fatigue, yet there remains a paucity of research into the impact on those delivering mental health care in the UK. This article highlights the importance of identifying compassion fatigue, advocates for open honest and supportive discussions without fear of reprimand, and argues that possible workplace causes should be effectively addressed by nurse leaders and organisations, not just for sake of the mental health nurse and their employers, but also to ensure positive patient outcomes.


Author(s):  
Fajar Rizal ◽  
Helen Egan ◽  
Michael Mantzios

AbstractThis research explored the established relationship between environmental support and competency for Mental Health Nurses, intending to investigate whether the tendency to display higher levels of mindfulness, compassion, and self-compassion might buffer the effect of a poor environment on competency. One questionnaire was comprised of five pre-developed questionnaires, which included all items examining environmental support, competency, mindfulness, compassion, and self-compassion. Mental Health Nurses (n = 103) were recruited from online forums and social media group pages in the UK. The result showed environmental support related positively to competency. Furthermore, the positive relationship of competency with environmental support was moderated when controlling for compassion but did not with mindfulness and self-compassion, although subscales showed some further interactions. When poor environmental support influences the competency of mental health professionals, compassion and mindfulness-based interactions may have the potential to uphold competency.


2012 ◽  
Vol 36 (4) ◽  
pp. 121-124 ◽  
Author(s):  
Jan Cambridge ◽  
Swaran P. Singh ◽  
Mark Johnson

SummaryThis editorial offers an overview of mental health service provision across different languages and cultures in the UK. It is increasingly recognised that mental health service users with limited English proficiency are rendered doubly vulnerable by the combination of their illness and their language difficulties. Only recently has the importance of safe, coherent, nationally available interpreting, translation and language support (ITALS) been recognised by healthcare providers. We review the challenges within the interpreted interaction, some reasons for the scarcity of qualified and accredited ITALS suppliers, and some solutions to the ITALS problem.


2020 ◽  
Author(s):  
Una Foye ◽  
Christian Dalton-Locke ◽  
Jasmine Harju-Seppanen ◽  
Rebecca Lane ◽  
Lewys Beams ◽  
...  

AbstractIntroductionWhile evidence has emerged concerning the impact of Covid-19 on the general population and the challenges facing health services, much less is known regarding how the pandemic has directly affected the delivery of mental health nursing care.AimThis paper aims to explore how Covid-19 has affected the ability of mental health nurses to deliver care in community and inpatient mental health services in the UK.MethodWe investigated staff reports regarding the impact of the Covid-19 pandemic on mental healthcare and mental health service users in the UK, using a mixed methods online survey. A total of 897 nurses across a range of inpatient and community settings participated.DiscussionKey themes within the data explore: new ways of working; remote working; risks of infection/infection control challenges; and the impact on service users. Targeted guidelines are required to support mental health nurses providing care and support during a pandemic to people in severe mental distress, often in unsuitable environments.Implications for PracticeService developments need to occur alongside tailored guidance and support for staff welfare supported by clear leadership. These findings identify areas requiring attention and investment to prepare for future crises and the consequences of the pandemic.Accessible SummaryWhat is known on the subject?During the Covid-19 pandemic there has been research considering the impact on medical healthcare professionals and the mental health needs of the general population. However, limited focus has been placed on mental health services or mental health staff providing care in the community and in hospitals. Whilst nurses make up the largest section of the mental health workforce in the UK, the impact that this pandemic has had on their work has been largely ignored.What the paper adds to existing knowledge?This paper provides a unique insight into the experiences and impact that the Covid-19 pandemic has had on mental health nurses across a range of community and inpatient settings to understand what has changed in their work and the care they can and do provide during this crisis. This includes exploring how services have changed, the move to remote working, the impact of the protective equipment crisis on nurses, and the difficult working conditions facing those in inpatient settings where there is minimal guidance provided.What are the implications for practice?By understanding the impact the pandemic has had on mental health nursing care, we can understand the gaps in guidance that exist, the challenges being faced, and the impact the crisis has had on care for mental health service users. By doing so we can plan for the ongoing nature of this pandemic as well as the aftermath that the crisis may leave for our service users and workforce alike.Relevance StatementThis paper provides insight into the impact that the Covid-19 pandemic has had on the service and care that mental health nurses are expected to and can provide. As a workforce that often requires ongoing face to face contact with service users, many in serious distress, in inpatient and community settings, it is important that we understand their experiences and the challenges and risks that face this workforce. This will enable us to ensure that future planning, guidance, support and safeguarding can take place during the ongoing and future crises.


Author(s):  
Melissa K. Holt ◽  
Jennifer Greif Green ◽  
Javier Guzman

Schools are a primary setting for mental health service provision to youth and are also main sources of referral to community mental health service providers. This chapter examines the school context and its key role in the child and adolescent mental health services system. The chapter first provides information about the association of emotional and behavioral disorders with school experiences, including academic performance. Next, the chapter presents a framework for mental health service provision and assessment in schools, including describing methods for identifying students who might need mental health services and tracking their progress. Further, several evidence-based interventions are highlighted as examples of effective practices in schools. The chapter concludes with recommendations for clinical practice in school settings.


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