Nurse Preceptors’ Experiences of an Online Strength-Based Nursing Course in Clinical Teaching

Background: Online educational programs for nurse preceptors have been created based on various theoretical frameworks; however, no programs using a Strengths-Based Nursing (SBN) approach could be located. Purpose: This qualitative descriptive study explored the nurse preceptors’ experiences in using a SBN approach to provide clinical teaching to nursing students after completing an online SBN clinical teaching course. Methods: Semi-structured interviews were conducted with six nurses. Data was thematically analyzed. Findings: Although their levels of familiarity with SBN varied, all preceptors acknowledged that using a SBN approach in clinical teaching benefits both students and educators. They reported that it empowered students and that it allowed them to discover their strengths. Getting to know their students helped the preceptors provide tailored learning experiences and feedback. Using the SBN approach simultaneously enhanced the preceptors’ self-confidence and created opportunities for shared learning. Conclusion: Using a strengths’ approach offers nurse preceptors a powerful tool to facilitate student learning and skills development in clinical practice.

Cognitive strengths in first episode psychosis: a thematic analysis of clinicians’ perspectives

Background Cognitive deficits are associated with poor functional outcomes in individuals recovering from a first episode of psychosis (FEP). Existing treatments that target cognitive deficits in FEP may enhance cognitive function, but improvements to real-world functioning are less consistent. Furthermore, these treatments may not adequately address the personal recovery goals of young people attending FEP services. A novel cognitive strengths-based approach may overcome these shortcomings. Methods This qualitative study used semi-structured interviews to explore clinicians’ (N = 12) perspectives toward the potential development of a cognitive strengths-based assessment or treatment in FEP. The interviews were analysed using thematic analysis. Results Five higher-order themes emerged: (1) pro-strengths attitude despite unfamiliarity and minimal use, (2) default to a cognitive deficit lens, (3) potential benefits of a cognitive strengths approach, (4) potential risks and barriers, and (5) considerations for successful implementation. While clinicians acknowledged their current deficit approach, they supported implementing a cognitive strengths assessment or treatment and highlighted their potential benefits for the personal recovery needs of young people with FEP. Conclusions These findings suggest that a deficit-focused approach to cognitive function amongst clinicians may be common practice in FEP services. Nevertheless, a cognitive strengths approach was viewed favourably by clinicians and may represent a novel method of supporting personal recovery. Thus, the design and implementation of a cognitive strengths approach may be worthwhile. Future exploration of other stakeholder perspectives, such as young people with FEP, is essential.

Using the science of positive psychology in the formative evaluation of social justice interventions: A case example

The pursuit of culturally responsive approaches for designing and evaluating programs to promote social justice has become of the utmost importance to the evaluation community in the past decade. A strengths-focused evaluation approach has great promise for empowering individuals, groups, communities, and organizations, and identifying program strengths to build upon in addition to illuminating program deficits. However, there is a dearth of literature on using a strengths approach to evaluate interventions and programs to promote social justice. Drawing from the two disciplines of positive psychology and evaluation, this article illustrates a strengths-focused approach to formative evaluation using a case example of a halfway house for previously incarcerated women. The findings exemplify the positive psychological phenomena that emerge as a result of focusing the evaluation on program strengths. The case demonstrates that the application of a strengths-focused approach to evaluating social justice interventions can be empowering for institutions and the communities they serve.

Cognitive Strengths Assessment and Intervention in First Episode Psychosis: A Thematic Analysis of Clinicians’ Perspectives

Background Cognitive deficits are associated with poor functional outcomes in individuals recovering from a first episode of psychosis (FEP). Existing treatments that target cognitive deficits in FEP may enhance cognitive function, but improvements to real-world functioning are less consistent. Furthermore, these treatments may not adequately address the personal recovery goals of young people attending FEP services. A novel cognitive strengths-based approach may overcome these shortcomings. Methods This qualitative study used semi-structured interviews to explore clinicians' (N = 12) perspectives toward the potential development of a cognitive strengths-based assessment or intervention in FEP. The interviews were analysed using thematic analysis. Results Five higher-order themes emerged: (1) pro-strengths attitude despite unfamiliarity and minimal use, (2) default to a cognitive deficit lens, (3) potential benefits of a cognitive strengths approach, (4) potential risks and barriers, and (5) considerations for successful implementation. While clinicians acknowledged their current deficit approach, they supported implementing a cognitive strengths assessment or intervention and highlighted their potential benefits for the personal recovery needs of young people with FEP. Conclusions These findings suggest that a deficit-focused approach to cognitive function amongst clinicians may be common practice in FEP services. Nevertheless, a cognitive strengths approach to assessment and intervention was viewed favourably by clinicians and may represent a novel method of supporting personal recovery. Thus, the design and implementation of a cognitive strengths approach may be worthwhile. Future exploration of other stakeholder perspectives, such as young people with FEP, is essential.

Evaluating MyStrenghts, a Strengths-based mHealth tool: An Explorative Feasibility Trial (Preprint)

BACKGROUND As the number of people living with chronic illnesses increases, providing wide-reaching and easy-to-use support tools is becoming increasingly important. Supporting people in this group to recognize and use more of their personal strengths has the potential to improve quality of life. With this in mind, we have developed the MyStrengths app prototype, a gamefully designed mHealth app aimed at aiding users in both identifying their strengths and using these strengths more actively in their daily life. OBJECTIVE The goal of this study was to evaluate the user-reported feasibility and usefulness of the MyStrengths app. The study additionally aimed to explore whether the use of MyStrengths could be associated with selected psychosocial outcomes. METHODS A 31-day explorative feasibility trial with a pre/post-test design and an optional end of study interview was conducted. Data collection included system-use log data, demographic information, pre/post psychosocial measures (i.e., Strengths use, Self-efficacy, health-related quality of life, depression), user experience measures (e.g., usability, engagement, flow), and interview data. RESULTS In total, 35 people with at least one chronic condition enrolled in the study, with 26 participants (mean age 48, range 29-62, 1 male) completing the trial. 18 of these were also interviewed post-trial. Participants used the MyStrengths app an average of 6 days during the trial period, with 54% using the app over a period of at least 19 days. In total, 8739 unique app-actions were registered. Of the psychosocial outcome measures, only one subscale, general health, of the RAND36 yielded significant pre-/post-test changes. Post-trial interviews showed that participants considered the MyStrengths app useful, somewhat useful or not useful, evenly distributed into 3 groups. Every participant did, though, voice support for the strengths approach. All participants were able to identify a multitude of personal strengths using the MyStrengths app. Most participants reporting it useful had little or no previous experience with the personal strengths approach. The gameful design choices were welcomed by a multitude of users, and particularly the Dice feature suggesting strengths-exercises, activities that use a specific strength, was well received. CONCLUSIONS Even though reported usefulness, and feedback from use varied, most participants were favorable to the strengths-focused approach to care and support. As such, low threshold and wide-reaching mHealth tools such as MyStrengths can hold the potential to support people living with chronic illness in a strengths-focused approach to self-management and mastery of their life.

The Culture of Strengths Makes Them Feel Valued and Competent: Aboriginal Children, Child Welfare, and a School Strengths Intervention

Schools are an important community partner in providing structural supports and wrap around services for children involved with the child welfare system. In this paper, we discuss the implementation of a culturally sensitive strengths-based intervention approach within an elementary school and its value to Aboriginal children. This article discusses the theoretical foundation of the strengths intervention approach and provides a description of a strength assessment tool as well as the implementation of the intervention with specific relevance to Aboriginal students involved with the child welfare system. Two case studies are presented, which illustrate the value of the strengths approach for individual students.

Book review

Therapeutic Recreation Practice: A Strengths Approach, Lynn Anderson & Linda Heyne