Mental health nursing skills in an acute admission environment: perceptions of mental health nurses and other mental health professionals (original) (raw)
1995, Journal of Advanced Nursing
Mental health nursing skills in an acute adnussion enviroment: perceptions of mental health nurses and other mental health professionals Some ofthe findings ofa descriptive study into the perceived therapeutic skills of mental health nurses are presented The study was set in an acute psychiatric admission unit of a distnct general hospital Data were collected through semistructured mterviews with nurses, psychiatrists, psychologists, occupational therapists and social workers The data were analysed through thematic content analysis The findings suggest that nurses in this environment valued and possessed a range of therapeutic skills and qualities, hut were unahle to draw on these, leavmg them to employ mainly coordinating, administrative and managerial skills A numher of influencing factors were identified, which prevented nurses firom using their therapeutic potential The author argues that the vision of mental health nursing m this setting may have to he altered
Sign up to get access to over 50M papers
Sign up for access to the world's latest research
Related papers
Central Asian journal of medical sciences, 2021
Objectives: Numerous studies revealed that improved nursing skills are associated with the experience of the nurses, social skills, self-education, autonomy, anxiety. In the present study, we have examined whether nursing skills are related to occupational stress. Methods: An institution based cross sectional study was conducted from June 20 to December 25, 2020. A total of one hundred and forty-four psychiatric nurses completed a questionnaire assessing the aforementioned variables. Descriptive statistics and independent t-test were used to determine the characteristics of the participants and examine the difference among different variables. Results: During the one-month data collection period, 144 psychiatric nurses were included in the analysis. Mean age of the participants were 39.3 ± 9.4. The majority (127 (88.2%)) of them were female. Of 144 respondents, 83 (57.6%) had a bachelor's degree and 6 (6%) had a higher degree certification. Comparison by courses, those who studied psychiatry more than 3 months reported greater knowledge of psychiatric services. Certification was also associated with greater perceived value. Education level was not associated with greater knowledge of or perceived value in evidence-based practices. Conclusion: Nursing specialty certification was associated with nurses' individual psychosocial beliefs. Supporting nurses in obtaining specialty certification could assist with the adoption of evidence-based practices as a means to improve quality of care.
Organisational Considerations for Supporting Mental Health Nurses (MHN) in Practice
International Journal of Nursing Science, 2012
It is estimated that by 2020 15% of the world's population will be affected by mental illness requiring an inpatient hospital admission. Registered nurses are the largest health care discipline working within inpatient mental health care settings however there is a growing international shortage of registered nurses choosing to work within this specialty. Research reports that issues such as workplace violence, stress and limited career structure are the primary reasons cited by registered nurses for not choosing to work in mental health care. This paper reports on the findings of a study that explored the workplace practices and experiences of registered nurses currently working within an acute inpatient facility. Thirteen mental health nurses participated. Individual interviews and focus groups were used to collect the data. A major theme to emerge from the study was Therapeutic relationships. The theme outlined the expertise required to effectively care for clients experiencing mental illness within this environment and the positive rewards experienced by nurses within the therapeutic relationship. A sense of strength, professional pride and dedication emerged from the research data and a distinctive new vision of mental health nursing was defined.
Developing Psychiatric Nursing Competencies on an In-Patient Hospital-Based Psychiatric Unit
2017
Problem Statement: Offering staff development training for psychiatric nurses has not kept pace with the advances in psychiatric knowledge and skills in nursing. Purpose: The purpose of this quality improvement doctor of nursing (DNP) project was to implement a competency-based staff development program on a community hospital-based inpatient psychiatric unit to determine if the psychiatric/mental health nursing knowledge, nursepatient relational skills, and attitudes of the nurses would improve or change. Methods: A mixed method of quasi-experimental, non-randomized pre-test/post-test and semistructured interview design was used, which utilized a convenience sampling approach. Data were collected in two phases. Three domains of the Mental Health Learning Needs Assessment (MHLNA), a competency-based assessment instrument that allowed self-assessment by nurses was used to determine competency level of psychiatric mental health nursing knowledge and skills. Study participants complete...
Open Journal of Nursing, 2013
High levels of distress and disturbance amongst those experiencing acute mental illness can be a major problem for mental health nurses. The feelings experienced by these nurses when caring for and supporting disturbed and/or distressed patients along with their concurrent thoughts are not well described in the literature. To date, this complex issue has not been explored within a comparative European context. The objective of this qualitative study was to explore the feelings and thoughts of mental health nurses when supporting and caring for distressed and/or disturbed patients in 6 European countries. Methods: Focus groups were used to collect data from 130 mental health nurses working in acute inpatient psychiatric settings. Results: Data were analysed using content analysis. Findings highlighted 6 broad themes: 1) Mixed emotions: expressive and responsive, 2) Procedure for caring for and supporting disturbed and/or distressed patients, 3) Use of guidelines for caring and supporting disturbed and/or distressed patients, 4) Team and organisational support, 5) Ethical concerns: Cognitive dissonance and 6) Education and training. Commonalities and differences were found across all themes. Approaches to care, nurses' role and education, clinical guidelines and/or standards vary from country to country, therefore the care, treatment and management of distressed and/or disturbed patients are various. As a result, mental health nurses have different experiences, various emotional quandaries concurrent with cognitive dissonance and different coping strategies when caring for and supporting distressed and disturbed patients. Conclusions: More emphasis needs to be given to the emotional quandaries and concurrent cognitive dissonance experienced by mental health nurses caring for distressed and/or disturbed inpatients in acute psychiatric settings. Increased access to education and training with particular attention to interpersonal communication and relationship building within clinical teams needs to be a priority given the experiences described by mental health nurses.
Are nurses responding to the needs of patients in acute mental health care?
Mental health care
Are nurses nesponding to the needs of patients in acute adult mental health care? With so much focus on developing community-based services following the closure of the long-stay institutions, inpatient acute mental health services have in comparison been neglected. In the absence of any definition of the role of acute mental health services, LIAM MAC GAEHANN reports a small scale study of nurses'and patients'views of patients'needs for nursing care in hospita!. and how those needs might best be met. Mental Health & Learning Disabilities Care 2000; 4. 3: 0000 The e.todus of patienis, experience a:rd resources fbl-lorvin! the change in focus of psyei:iatric care ttrom the hospital to communiry setring has had huge conse-quences for practiee in inpatient psychiatric units. With so much attention devoied to estabiishing nelv lbrms of community care, inpatient psychiarry has arguably been ne6$ected. The Sainsbury Cenrre survey of acute psychiatric wards, published in 1998,1 ...
Rungapadiachy, D., Madill, A., Gough, B. (2006) How newly qualified mental health nurses perceive their role. Journal of Psychiatric and Mental Health Nursing, 13, 533-542.
This paper reports a follow-up study of 11 mental health nurses (MHNs) (from an original of 14) who were interviewed about their perception of the role of the MHN while they were still mental health student nurses (MHSNs). These participants perceived the MHN to perform a variety of roles, implementing ward administration, offering physical and psychological interventions, administering drugs and teaching. However, some MHNs were reported to function outside the boundary of professional practice in the form of alleged malpractice, non-involvement or negative approach to care. This study addresses the research question: 'how is the role of the MHN perceived after MHSNs have made the transition to MHN?'. The aim of the study is to examine whether nurses have changed the perception of their role having had 6-month post-registration experience. This information will inform the training of MHNs and identify possible problems with the way in which the function of the mental health nurse is organized. Semi-structured interviews were conducted with 11 MHNs at least 6 months post registration. Transcripts were analysed using a qualitative approach based on grounded theory. Analysis of the interviews with post-registration MHNs produced four main themes: transition, role ambiguity, lack of support and a theory-practice gap. Our conclusion is that there was no drastic change to participants' preand post-registration perception in that the role of the MHN is ambiguous by virtue of their engagement in a variety of tasks. However, post-registration participants were more able to articulate rationales for their role vis-à-vis the practical realities of the clinical areas.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.