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Transition and initiation
Published in Karen Holland, Anthropology of Nursing, 2019
Although student nurses will begin their ‘nomadic’ journey together as a group with a number of others, their pathways will initially differ according to their eventual workplace employment field. These are known respectively as Adult Nursing, Children’s Nursing, Mental Health Nursing and Learning Disability Nursing fields of practice. In fact if we were to consider in detail each of these fields in their broadest sense we can see that in fact they can be considered major subcultures within the overarching nursing culture, with each being able to show further delineation into further smaller subcultures such as Coronary Heart Care, Surgical Nursing (Holland & Roxburgh 2012), Paediatric Oncology or Forensic Mental Health (see Chapter 2).
The role of the nurse in the assessment, diagnosis and management of patients with affective disorders
Published in Stephen Curran, John P Wattis, Practical Management of Affective Disorders in Older People, 2018
Richard Clibbens, Paula Rylatt
Key roles in mental health nursing include expert assessment and intervention and the ‘fundamentals of care’: safety, privacy, dignity, hygiene, nutrition, hydration, continence and pressure area care.38 In summary: ‘Mental health nursing needs to move away from a traditional model of care towards a bio-psychosocial and values based approach’.22 Nursing assessment, diagnosis and management of affective disorders should therefore operate within the above clinical guidance.
Mental health nursing in the twenty-first century
Published in Chambers Mary, Psychiatric and mental health nursing, 2017
Patrick Callaghan, Debbie Butler
Mental health nursing is an art, a science and a craft. It excels when mental health nurses work in collaboration with people using mental health services, their caregivers and representative agencies, as well as other mental health workers. Mental health nursing is driven by a values, culture and evidence-based, personalized care that embeds an expectation of mental health nursing as a fundamental human right. Mental health nursing is helping individuals and communities transform their health and well-being. Mental health nursing is also a complex intervention, containing several interacting components, that generates an array of possible, variable and demonstrable outcomes. For mental health nursing to succeed, it must adopt a recovery-focused co-production approach that those seeking mental health nursing care recognize as crucial to leading lives that are meaningful and satisfying to them, as defined by them. Mental health nursing education must articulate the knowledge and performance criteria that will deliver routinely core competencies in the application of sound interpersonal skills, collaborative assessment of needs with service users and their carers, interventions that have been shown evidentially to meet these needs and will be widely acceptable to people with whom mental health nurses care, evaluation that needs have been met and the keeping of defensible practice records – these things constitute the process of mental health nursing.
Racism, early psychosis and institutional contact: a qualitative study of Indigenous experiences
Published in International Review of Psychiatry, 2023
Jenni Manuel, Suzanne Pitama, Mau Te Rangimarie Clark, Marie Crowe, Sue Crengle, Ruth Cunningham, Sheree Gibb, Frederieke S. Petrović-van der Deen, Richard J. Porter, Cameron Lacey
CRT challenges the notion that research is objective (Doharty et al., 2021) and with this, it is acknowledged that the researchers’ positioning has impacted the qualitative research process and its outcomes. The researchers in this study have a variety of backgrounds and disciplines. These include public health, psychiatry, mental health nursing, psychology and general practice. The research group includes a mix of both Indigenous (SP, MC, SC, CL) and non-Indigenous researchers (JM, MC, RC, RP, FP, SG), who are partners in the Treaty of Waitangi, New Zealand’s founding document. Therefore, both parties have responsibilities to honour the Treaty’s principles. As discussed by Cram et al. (2006), in a research context this terminology can be used to describe research relationships between Māori and non-Māori researchers, with both parties having clear responsibilities and a reason to invest in the research process. It is also based on the premise that the non-Indigenous researchers are not doing research on Māori but for the benefit of Māori. There was a high level of oversight and leadership from Indigenous researchers in the research group and a clear recognition and integration of Māori values and protocols incorporated in to the study design. All the authors have a strong desire for social justice and anti-racism and this operates as a principle driver of research endeavours.
Developing the Right Skills to Meet the Mental Health Needs of Older Adults
Published in Issues in Mental Health Nursing, 2023
Judith Anderson, Sancia West, David Lees, Michelle Cleary
The mental health system, too, has evolved with a lack of effective structure and workforce planning. Deinstitutionalisation has been implemented worldwide (Cummins, 2020) and provided improvements in patient care and new opportunities for mental health nurses (Walsh et al., 2012). However, the system may be experienced as complex, fragmented, inaccessible, or simply unsuitable. The provision of care across the diversity of mental healthcare settings has been accompanied with changes to regulation and funding, including the exclusion of mental health nurses from some funding sources, which has exacerbated issues of accessibility (Lakeman et al., 2020). Mental health nursing, too, faces challenges as an ‘emotionally demanding’ specialty with high rates of burnout, reduced staff satisfaction and attrition (Hippel et al., 2019; Scanlan & Still, 2019). For some mental health nurses there is a sense of an ‘inability to help’ service users in the most effective ways (Hippel et al., 2019), of a loss of identity, and of division within the profession (Cleary et al., 2014; Harrison et al., 2014). Such factors may contribute to an overall reduction in job satisfaction in the sector (Scanlan et al., 2021).
Online Gamified Quizzes in Undergraduate Mental Health Nursing Education: Thematic Analysis of Students’ Qualitative Views
Published in Issues in Mental Health Nursing, 2022
Joel Sebastian Zugai, Fiona Orr, Tracy Levett-Jones
The shortage of mental health nurses is a long-standing concern (Browne et al., 2013; Delaney & Shattell, 2012), and some undergraduate nursing students regard mental health nursing as an unpopular career trajectory (Happell & Gaskin, 2013; Jansen & Venter, 2015). Undergraduate mental health nursing education must transform to ensure adequate interest and retention of new graduate nurses. Educators of undergraduate nursing students may address negative attitudes towards mental health nursing by implementing novel teaching strategies that inspire interest. Even in the absence of discouraging presuppositions, garnering students’ interest and engagement in course content is a challenge for tertiary educators (Collaço, 2017). Challenges notwithstanding, it is an educator’s responsibility to implement dynamic learning strategies that facilitate the development of the knowledge and skills required by the curriculum.