scholarly journals Capturing the Experience: Lessons of Consumers and Carers in Rural Mental Health Education

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Denise McGarry ◽  
Neil Andrews ◽  
Mary Buchta ◽  
Kathryn Kent ◽  
Chris McFarlane ◽  
...  

In 2012 the School of Nursing, Midwifery and Indigenous Health, Charles Sturt University introduced guest lectures from consumers of mental health services and their carers. These lectures were placed within the introductory mental health subjects of both the Mental Health Nursing and Paramedic undergraduate programs. This paper describes this experience by combining the recollections of six key stakeholders: the NGO carer support organisation CentaCare Wilcannia-Forbes, a consumer, two carers, a student and the academic involved. Each provided responses to five aspects: the background to the project, the gains from the experience, the personal hopes and concerns when the project was proposed, the perceived value of the project and finally thoughts about the future of the project.Risks are recognised at an individual level for students, carers and consumers of a re-traumatising nature, and of inadvertent reinforcement of pre-existing stereotyping or stigmatising positions. However, overall, the project was well regarded and is considered worthy of continuing, supported by some research to identify the germane elements.

2015 ◽  
Vol 39 (2) ◽  
pp. 211 ◽  
Author(s):  
Brenda Happell

Objective Nursing directors in mental health services hold important leadership positions that include responsibility for the nursing workforce. The comprehensive or generalist approach to undergraduate nursing education consistently poses significant recruitment problems. Specialisation in mental health within Bachelor of Nursing programs has been suggested as a potential solution. This paper presents the views and opinions of mental health nursing directors regarding undergraduate specialisation. Methods A qualitative exploratory study was undertaken. Thirteen nursing directors from Queensland Mental Health Services participated in an in-depth telephone interview. The data were analysed thematically. Results Nursing directors were very supportive of specialisation in mental health at the undergraduate level. Thematic analysis revealed four main themes: perceived advantages of the specialist stream; knowledge and experience; increased recruitment; and commitment. Conclusions Nursing directors are important stakeholders in educational preparation for practice in mental health settings. The research participants described many potential benefits to undergraduate specialisation. Their voice provides an important contribution to this issue. What is known about the topic? The current model of nurse education in Australia aims to prepare graduates for practice in a broad range of healthcare settings with specialisation occurring at the postgraduate level. Mental health nursing is identified as one of the least popular career options for nursing graduates, and mental health services struggle to recruit sufficient graduates for their nursing workforce; this is attributed, at least in part, to the current model of education. What does this paper add? This paper gives voice to the perspectives of nursing directors from the mental health service delivery sector about the educational preparation for nursing practice in mental health. Nursing directors support the introduction of specialist preparation in mental health nursing at the undergraduate level. A more skilled and committed workforce is seen as contributing to addressing current recruitment problems. What are the implications for practitioners? The educational preparation for nursing graduates for mental health practice impacts significantly on nursing leaders, and their perspective is essential in addressing the debate. Mental health nursing directors need to be formally recognised as key stakeholders in the preparation of nursing graduates.


2014 ◽  
Vol 1 (2) ◽  
pp. 59-67
Author(s):  
Budi Anna Keliat

Masalah kesehatan jiwa di Indonesia cenderung terus meningkat, sehingga memerlukan tindak penanggulangan yang menyeluruh dan berkesinambungan. Pelayanan keperawatan kesehatan jiwa merupakan bagian integral dari pelayanan visi kesehatan jiwa mempunyai falsafah, visi dan misi yang mengacu pada paradigm keperawatan tentang fenomena sentral yaitu manusia, lingkungan, kesehatan dan keperawatan. Untuk dapat memberikan keperawatan kesehatan jiwa yang holistis, komprehensif dan berkesinambungan sangat diperlukan perawat dengan pengetahuan dan ketrampilan khusus tentang keperawatan kesehatan jiwa sehingga memungkinkan mereka untuk dapat bekerja pada tiap tatanan pelayanan kesehatan. The mental health problem in Indonesia is increasing which require a comprehensive and continuity of care. The mental health nursing services as an integral part of mental health services has its philosophy, vision and mission based on nursing paradigm of the central phenomena: man, environment, health and nursing intervention. Nurses need to be knowledgeable and skillful on mental health psychiatry nursing to enable them to work at different health settings.


10.3823/2361 ◽  
2017 ◽  
Vol 10 ◽  
Author(s):  
Analine De Souza Bandeira Correia ◽  
Antonia Oliveira Silva ◽  
Rayhanna Queiroz De Oliveira ◽  
Ana Suerda Leonor Gomes Leal ◽  
Wilma Dias de Fontes Pereira ◽  
...  

Objective: Describe the conceptions of resident nurses about the nurse's role in mental health services. Method: Descriptive/reflexive study of the experience-report type, carried out from experiences of nurses from the Multiprofessional Residency Program in Mental Health, guided by the theoretical presuppositions of the Brazilian Psychiatric Reform and structured from the Arch of Charles Maguerez. Results: In-service teaching provided reflections on the residents' conceptions of nurses' performance in mental health services. The key posts were the insertion in the specific nursing care, the construction of the multiprofessional work process, the recognition of their professional identity. Therapeutic relationship and communication, receptiveness, co-responsibility of care and the construction of links with clients, family and work colleagues for the solution of the problems.  Conclusions: The Arch of Charles Maguerez facilitated the teaching process in service. In addition, it provided the perception of the action-reflection-action movement as essential to understand fundamentals of care practices in nursing and to collaborate to the insertion of the nurse and the process of changes, from the daily services of mental health.


2020 ◽  
pp. 174498712096565
Author(s):  
Miriam Carole Atieno Wagoro ◽  
Sinegugu E Duma

Background The Government’s aspiration to make Kenya a middle-income country and achieve the United Nations' sustainable development goal 3, ‘good health and well-being’, are threatened by poor quality of mental health services. Environment and lack of a conceptual model of nursing to guide care were some of the reasons that were attributed to poor quality of mental health services. The purpose of the study was to discover and describe an appropriate conceptual model of mental health nursing practice. This paper describes the environment which is one of the metaparadigms of a conceptual model grounded on data collected from Kenyan mental health nurses. Methods A grounded theory study was conducted with 33 mental health nurses selected by purposive, open and theoretical sampling procedures. The study sites were level 5 and 6 mental health facilities across the country. Data were collected over a period of 11 months through audio-recorded in-depth interviews and field notes. Analysis was performed using Straussian Grounded Theory steps of open, axial and selective coding processes aided by NVivo version 10. Dimensions and properties of environment metaparadigm grounded on nurses’ views were discovered. The study was conducted within the dictates of the institutional and national ethics and research review boards. Results Environment evolved as an intervening condition and a supra-system for mental health nursing. A homely environment emerged as a space with properties that nurture optimum mental health contrary to a hostile environment that precipitates mental disorders and prolongs recovery. Conclusion Grounded theory methodology was useful in discovering an environment metaparadigm as the context that influences mental health while nursing practice is the central phenomenon for optimum mental health. Nurses can ensure homely environments from diverse cultures and conduct comparative studies on the recovery of patients in the two environments.


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):  
Chapman Jim ◽  
Cheryl Chessum

A mental health nurse practises the skill and craft of their role in a variety of different settings to reflect the varied range of services provided in today’s mental health services. Whatever the setting or nature of the mental health problem, a set of adaptable mental health nursing skills will be required to enable the nurse to facilitate the safe and effective care of the service user. This care is expected to be individually tailored to the needs of the service user, developed (with only occasional exceptions) collaboratively with the service user, and evaluated with the service user and key partners in care. The principles of the nurse’s practice have to be underpinned and informed by the policies and guidelines that shape contemporary and future services. In the UK, nurses must respond to the essential capabilities (Department of Health 2006a) and the Chief Nursing Officer’s review of mental health nursing (Department of Health 2006b) in order to deliver a service that reflects the reform and quality improvements expected in modern mental health services. Practical skills have to be backed up by a strong knowledge base, with nurses knowing why they do what they do and being able to explain their actions whenever called upon to do so. Where possible and available, what mental health nurses do needs to be done on the basis of the most up-to-date evidence or guidance, which comes in many forms (Sainsbury Centre for Mental Health 2004, National Institute for Clinical Health and Excellence 2004a, Nursing and Midwifery Council 2008a and 2008b). As not all the scenarios that nurses encounter have a textbook answer, it is important that other complementary skills are developed to help them make decisions and deal with scenarios for which there is no clear and obvious answer available. These skills include: • Reasoning using principles and frameworks to weigh up a situation, e.g. ‘To adhere to the NMC Code of Conduct, what do I need to be aware of in this case?’ • Reflecting in or on practice (Schön 1987, Rolfe and Freshwater 2001, Johns 2004) to get a deeper understanding of situations and your own reactions and judgements, especially those values and attitudes you hold that may cause conflict with service users and significant others.


Author(s):  
T. Frawley ◽  
F. van Gelderen ◽  
S. Somanadhan ◽  
K. Coveney ◽  
A. Phelan ◽  
...  

This paper offers a perspective on nursing and lived experience responses to the COVID-19 pandemic. It charts health systems and mental health impacts with a particular focus on children and adolescents, older people and people availing of mental health services. Issues of moral distress and the nursing reaction are considered alongside psychological and social concerns which continue to rapidly evolve. The perspective of a person attending adult community mental health services and the experience of engaging with a mental health service remotely is provided. Matters of note for acute inpatient mental health nursing are highlighted and informed by the lived experience of a mental health nurse. The need for integrated health systems responses across nursing disciplines and the wider interdisciplinary team is elucidated.


In order to provide sound, person-centred care, mental health nursing students need a thorough understanding of theory alongside the ability to translate this knowledge into practice. It can be difficult to apply ideas from the classroom and books when learning how to work with mental health service users for the first time. That is why the theoretical aspects of this book are presented alongside realistic accounts of nursing practice. Fundamentals of Mental Health Nursing is a case-based and service user centred textbook for mental health nursing students. Designed to support students throughout their pre-registration studies, the text covers the essential knowledge required to provide high quality nursing care. Contributions from real service users and cases of fictional clients are explored in detail to provide excellent transferable skills for practice. Dedicated chapters explore fundamental nursing skills and mental health law before providing a case-based exploration of the areas and subjects that will be encountered by students in university and placement. Practice-based chapters introduce students to the needs of a diverse range of fictional clients and explain how the skills of communication, assessment, care planning and monitoring can be applied. Each chapter provides a sample care plan explaining why and how clinical decisions are made, so that students can develop their own skills and practice. The text opens with clear advice to help students succeed in their studies and concludes with a wealth of practical and thoughtful advice on becoming a professional and getting that first job. Online Resource Centre * Twenty one video clips of fictional service users demonstrate the application of theory and prepare students for real nursing practice * Quizzes, scenarios and a range of activities help students to apply their learning * Interactive glossary explains terminology and jargon * Sample CV's and self awareness exercises aid professional development


Sign in / Sign up

Export Citation Format

Share Document