Moniaree Jones - Academia.edu (original) (raw)

Papers by Moniaree Jones

The journal of nursing care, Dec 26, 2014

Journal of Christian nursing, Oct 1, 2020

Stigma is consistently recognized as a major barrier in the recovery from mental illness (MI). In... more Stigma is consistently recognized as a major barrier in the recovery from mental illness (MI). In addition to stigma among the general population, the MI-related stigma among healthcare providers often creates critical obstacles to access and quality care. Nursing educators who used the photovoice participatory learning activity to teach students how to identify labeling and stigma observed an increase in mental health awareness.

Journal of Nursing Education and Practice, Jan 21, 2015

The purpose of this phenomenological study was to explore the meanings and interpret as closely a... more The purpose of this phenomenological study was to explore the meanings and interpret as closely as possible the "lived experiences" of nurse educators who have personally experienced chronic pain in an attempt to better understand how these educators articulate and shape how they teach about chronic pain. Understanding the "lived experiences" of nurse educators can assist in determining how the "lived experience" links and gives voice to the way they teach about chronic pain assessment and management and determine if implications exist for reform in undergraduate nursing curriculum. The findings from this study support the need to challenge educational epistemologies that suggest there is a consistently corresponding relationship between pain scales, objective pain assessment, and preconceived judgments regarding chronic pain assessment and management. Subject matter presented in the classroom needs to focus on understanding the problem, which may not resemble the clinical situation in which nurses function. Instruction should be based on context and experience.

The journal of nursing care, Dec 26, 2014

Journal of Christian Nursing

Stigma is consistently recognized as a major barrier in the recovery from mental illness (MI). In... more Stigma is consistently recognized as a major barrier in the recovery from mental illness (MI). In addition to stigma among the general population, the MI-related stigma among healthcare providers often creates critical obstacles to access and quality care. Nursing educators who used the photovoice participatory learning activity to teach students how to identify labeling and stigma observed an increase in mental health awareness.

Journal of Nursing Education and Practice

Background and objective: Nursing students may not have a true understanding of the lived experie... more Background and objective: Nursing students may not have a true understanding of the lived experience of patients who hear voices (auditory hallucinations). The authors proposed that a "hearing voices" simulation experience would be an effective method for providing this educational content. The aim of this study was to implement and evaluate an experiential, mental health simulation activity and determine if attitudes, understanding, and empathy of nursing students were impacted. Methods: A narrative content analysis was utilized to compare pre-and post-simulation descriptive narratives in this qualitative study. Results: Four themes emerged and findings indicate that the simulation positively impacted the attitudes, understanding, and empathy of nursing students. Conclusions: This study supports previous research on the impact of a "hearing voices" simulation and provides additional corroboration for its use as an effective teaching strategy in equipping future nurses to provide quality healthcare for those with mental illness.

Journal of Nursing Education and Practice, 2015

The purpose of this phenomenological study was to explore the meanings and interpret as closely a... more The purpose of this phenomenological study was to explore the meanings and interpret as closely as possible the "lived experiences" of nurse educators who have personally experienced chronic pain in an attempt to better understand how these educators articulate and shape how they teach about chronic pain. Understanding the "lived experiences" of nurse educators can assist in determining how the "lived experience" links and gives voice to the way they teach about chronic pain assessment and management and determine if implications exist for reform in undergraduate nursing curriculum. The findings from this study support the need to challenge educational epistemologies that suggest there is a consistently corresponding relationship between pain scales, objective pain assessment, and preconceived judgments regarding chronic pain assessment and management. Subject matter presented in the classroom needs to focus on understanding the problem, which may not resemble the clinical situation in which nurses function. Instruction should be based on context and experience.

Legal Nurse Consulting Principles and Practices, 2019

The journal of nursing care, Dec 26, 2014

Journal of Christian nursing, Oct 1, 2020

Stigma is consistently recognized as a major barrier in the recovery from mental illness (MI). In... more Stigma is consistently recognized as a major barrier in the recovery from mental illness (MI). In addition to stigma among the general population, the MI-related stigma among healthcare providers often creates critical obstacles to access and quality care. Nursing educators who used the photovoice participatory learning activity to teach students how to identify labeling and stigma observed an increase in mental health awareness.

Journal of Nursing Education and Practice, Jan 21, 2015

The purpose of this phenomenological study was to explore the meanings and interpret as closely a... more The purpose of this phenomenological study was to explore the meanings and interpret as closely as possible the "lived experiences" of nurse educators who have personally experienced chronic pain in an attempt to better understand how these educators articulate and shape how they teach about chronic pain. Understanding the "lived experiences" of nurse educators can assist in determining how the "lived experience" links and gives voice to the way they teach about chronic pain assessment and management and determine if implications exist for reform in undergraduate nursing curriculum. The findings from this study support the need to challenge educational epistemologies that suggest there is a consistently corresponding relationship between pain scales, objective pain assessment, and preconceived judgments regarding chronic pain assessment and management. Subject matter presented in the classroom needs to focus on understanding the problem, which may not resemble the clinical situation in which nurses function. Instruction should be based on context and experience.

The journal of nursing care, Dec 26, 2014

Journal of Christian Nursing

Stigma is consistently recognized as a major barrier in the recovery from mental illness (MI). In... more Stigma is consistently recognized as a major barrier in the recovery from mental illness (MI). In addition to stigma among the general population, the MI-related stigma among healthcare providers often creates critical obstacles to access and quality care. Nursing educators who used the photovoice participatory learning activity to teach students how to identify labeling and stigma observed an increase in mental health awareness.

Journal of Nursing Education and Practice

Background and objective: Nursing students may not have a true understanding of the lived experie... more Background and objective: Nursing students may not have a true understanding of the lived experience of patients who hear voices (auditory hallucinations). The authors proposed that a "hearing voices" simulation experience would be an effective method for providing this educational content. The aim of this study was to implement and evaluate an experiential, mental health simulation activity and determine if attitudes, understanding, and empathy of nursing students were impacted. Methods: A narrative content analysis was utilized to compare pre-and post-simulation descriptive narratives in this qualitative study. Results: Four themes emerged and findings indicate that the simulation positively impacted the attitudes, understanding, and empathy of nursing students. Conclusions: This study supports previous research on the impact of a "hearing voices" simulation and provides additional corroboration for its use as an effective teaching strategy in equipping future nurses to provide quality healthcare for those with mental illness.

Journal of Nursing Education and Practice, 2015

The purpose of this phenomenological study was to explore the meanings and interpret as closely a... more The purpose of this phenomenological study was to explore the meanings and interpret as closely as possible the "lived experiences" of nurse educators who have personally experienced chronic pain in an attempt to better understand how these educators articulate and shape how they teach about chronic pain. Understanding the "lived experiences" of nurse educators can assist in determining how the "lived experience" links and gives voice to the way they teach about chronic pain assessment and management and determine if implications exist for reform in undergraduate nursing curriculum. The findings from this study support the need to challenge educational epistemologies that suggest there is a consistently corresponding relationship between pain scales, objective pain assessment, and preconceived judgments regarding chronic pain assessment and management. Subject matter presented in the classroom needs to focus on understanding the problem, which may not resemble the clinical situation in which nurses function. Instruction should be based on context and experience.

Legal Nurse Consulting Principles and Practices, 2019