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Lakeman R, Foster K, Happell B, Hazelton M, Moxham L, Hurley J. Informing the development of a fit-for-purpose mental health nursing curriculum: A survey of mental health nurse academics in Australia. Int J Ment Health Nurs 2024; 33:93-103. [PMID: 37705299 DOI: 10.1111/inm.13226] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Revised: 08/30/2023] [Accepted: 09/03/2023] [Indexed: 09/15/2023]
Abstract
Inadequate mental health nursing content in pre-registration nursing curricula has been the topic of debate and concern since the introduction of comprehensive nursing education in Australia. Government-initiated inquiries and the efforts of mental health professional organizations and leaders have not successfully addressed this problem. The aim of the current study was to garner the perspectives and experiences of mental health nurse academics regarding the adequacy of mental health content in producing graduates able to work effectively in mental health settings and identify barriers and enablers to implementing and sustaining sufficient mental health content in pre-registration programs. A survey was distributed to mental health academics in Australian universities offering pre-registration nursing degrees. In total, 44 complete responses were included in the analysis. The results demonstrated the following: Most participants considered the current mental health content, theory and clinical hours insufficient to prepare graduates for practice in mental health settings. They reported a scarcity of tenured mental health nurse academics to deliver content effectively. Most participants were dissatisfied with the comprehensive approach to nurse education and preferred a double degree (nursing and mental health nursing), or a direct entry mental health nursing program. These findings provide further evidence for the current crisis in mental health nursing education and highlight the need for urgent action. People accessing health services have the right to receive high-quality care from appropriately qualified nurses. The inadequacy of mental health content in these programs effectively denies vulnerable people the standard of care and treatment they should be entitled to.
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Affiliation(s)
- Richard Lakeman
- Faculty of Health, Southern Cross University & School of Nursing and Midwifery, Edith Cowan University, Perth, Western Australia, Australia
| | - Kim Foster
- Australian Catholic University, Melbourne, Victoria, Australia
| | - Brenda Happell
- Faculty of Health, Southern Cross University, School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Mike Hazelton
- University of Newcastle, Newcastle, New South Wales, Australia
| | - Lorna Moxham
- University of Wollongong, Wollongong, New South Wales, Australia
| | - John Hurley
- Faculty of Health, Southern Cross University, Lismore, New South Wales, Australia
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Lakeman R, Foster K, Hazelton M, Roper C, Hurley J. Helpful encounters with mental health nurses in Australia: A survey of service users and their supporters. J Psychiatr Ment Health Nurs 2022; 30:515-525. [PMID: 36440476 DOI: 10.1111/jpm.12887] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Revised: 11/01/2022] [Accepted: 11/24/2022] [Indexed: 11/29/2022]
Abstract
UNLABELLED WHAT IS KNOWN ABOUT THE SUBJECT?: Most nurses who work in mental health in Australia have completed a comprehensive nursing programme at a university. This training has been widely criticized and has not produced "job-ready" graduates. Public inquiries into mental health services have highlighted the need for transformation of mental health services and concern about future nursing shortages. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: This survey highlights what service users and supporters perceive are useful nursing skills and capabilities. The characteristics of helpful encounters with nurses are also described. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Helpful nursing practice is aligned with traditional nursing values and theory, rather than the performance of specific tasks. Improving the retention of nurses to this specialty area of practice requires educational processes to enable nurses to enact values, develop their therapeutic potential and undertake facilitative and supportive practices which are helpful to service users. ABSTRACT INTRODUCTION: Successive inquiries into mental health services in Australia have identified the need for major reform of services and proposed a return to direct-entry nursing training. AIM/QUESTION To identify what service users, family and supporters have found helpful in their encounters with nurses in mental health settings. METHOD A survey of 95 service users and supporters rated the importance of the capabilities and competencies of nurses. They also shared examples of helpful encounters with nurses which were subject to thematic analysis. RESULTS The most highly rated competencies were around demonstrating caring, empathy and understanding, and responding effectively in crisis situations. Helpful encounters involved enacted values, highly skilful interpersonal and psychotherapeutic engagement and practices that were facilitative and supportive. DISCUSSION The process and content of pre-registration nursing training needs to refocus on the nurse meeting the needs of service users and supporters, rather than the instrumental needs of services today. IMPLICATIONS FOR PRACTICE Educational reform may be necessary but insufficient to address anticipated nursing workforce shortages. Policymakers and health service directors need to align services with mental health nursing values and promote practices aligned with what service users and their supporters report as helpful.
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Affiliation(s)
| | - Kim Foster
- Australian Catholic University, Melbourne, Victoria, Australia
| | - Mike Hazelton
- University of Newcastle, Callaghan, New South Wales, Australia
| | - Cath Roper
- University of Melbourne, Melbourne, Victoria, Australia
| | - John Hurley
- Southern Cross University, Bilinga, Queensland, Australia
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Maguire T, Ryan J, Lofts R, Mawren D, Nixon M, McKenna B. Exploration of the graduate nursing program in a forensic mental health setting: A qualitative enquiry. Collegian 2022. [DOI: 10.1016/j.colegn.2022.07.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Happell B, Scholz B, Bocking J, Platania-Phung C. Promoting the Value of Mental Health Nursing: The Contribution of a Consumer Academic. Issues Ment Health Nurs 2019; 40:140-147. [PMID: 30763139 DOI: 10.1080/01612840.2018.1490834] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Mental illness is known to occur frequently in the general population and is more common within the general health care system. High-quality health care requires nurses to have the skills, knowledge and attitudes to provide care for people experiencing mental illness or mental distress. Research suggests health professionals, including nurses, tend to share similar negative attitudes to mental illness as the general population, and consequently, mental health nursing is not a popular career path. These two factors signify a need to influence more positive attitudes toward mental illness and mental health nursing among nursing students. A qualitative exploratory research study was undertaken to examine the experiences, opinions and attitudes of an academic and research team to the introduction of a consumer academic within an undergraduate mental health nursing subject. In-depth interviews were conducted with teaching and research team members. The importance of mental health skills emerged as a major theme and included sub-themes: mental health across the health care system; contribution of consumer academic to nursing skills; addressing fear and stigma, and inspiring passion in mental health nursing. Findings suggest academic input from people with lived experience of recovery from mental illness can influence the development of mental health nursing skills and enhance the popularity of mental health nursing as a career.
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Affiliation(s)
- Brenda Happell
- a School of Nursing and Midwifery, University of Newcastle , Newcastle , New South Wales , Australia
| | - Brett Scholz
- b ANU Medical School, College of Health and Medicine, The Australian National University , Woden , Canberra , Australia
| | - Julia Bocking
- c Consumer Academic , University of Canberra, Faculty of Health, and ACT Health , Canberra Hospital, Canberra, Australian Capital Territory, Australia
| | - Chris Platania-Phung
- a School of Nursing and Midwifery, University of Newcastle , Newcastle , New South Wales , Australia
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Atashzadeh-Shoorideh F, Mohtashami J, Pishgooie SAH, Jamshidi T, Sedghi S. Effectiveness of implementation of "mental health nursing students' clinical competency model" on academic performance of nursing students. F1000Res 2018; 7:1212. [PMID: 30519457 PMCID: PMC6249634 DOI: 10.12688/f1000research.14284.2] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/07/2018] [Indexed: 11/20/2022] Open
Abstract
Background: Clinical nursing competence in mental health is one of the most important topics in theoretical and practical nursing training with many factors affecting it. The purpose of this study is to determine the impact of the implementation of the "mental health nursing students' clinical competence model" on nursing students' academic performance. Methods: This study is a semi experimental following one group of student nurses. "mental health nursing students' clinical competence model" for undergraduate nursing student's education was applied. The study population included 50 nursing students, who were studying from fifth semester to seventh semester and selected through census sampling. During the seventh semester after the completion of theoretical and practical courses in mental health nursing, re-evaluation was conducted and the scores before and after the implementation of the clinical competence model were compared. Results: Rate of clinical competency before the intervention, was estimated at the level of non-mastered; and after intervention was at the level of mastered, demonstrating a significant difference (p<0.001). Areas of clinical competency scores before and after the intervention were compared which showed significant difference in all the areas except the mental competency areas (p<0.05). Conclusions: The implementation of the "mental health nursing students' clinical competence model" and appropriate planning for achievement of mental health nursing specialized competency can ensure the achievement of clinical competency by nursing students.
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Affiliation(s)
- Foroozan Atashzadeh-Shoorideh
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | - Jamileh Mohtashami
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | | | - Tayebeh Jamshidi
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | - Sara Sedghi
- School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
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Atashzadeh-Shoorideh F, Mohtashami J, Pishgooie SAH, Jamshidi T, Sedghi S. Effectiveness of implementation of "mental health nursing students' clinical competency model" on academic performance of nursing students. F1000Res 2018; 7:1212. [PMID: 30519457 PMCID: PMC6249634 DOI: 10.12688/f1000research.14284.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/10/2018] [Indexed: 10/05/2023] Open
Abstract
Background: Clinical nursing competence in mental health is one of the most important topics in theoretical and practical nursing training with many factors affecting it. The purpose of this study is to determine the impact of the implementation of the "mental health nursing students' clinical competence model" on nursing students' academic performance. Methods: This study is a semi experimental following one group of student nurses. "mental health nursing students' clinical competence model" for undergraduate nursing student's education was applied. The study population included 50 nursing students, who were studying from fifth semester to seventh semester and selected through census sampling. During the seventh semester after the completion of theoretical and practical courses in mental health nursing, re-evaluation was conducted and the scores before and after the implementation of the clinical competence model were compared. Results: Rate of clinical competency before the intervention, was estimated at the level of non-mastered; and after intervention was at the level of mastered, demonstrating a significant difference (p<0.001). Areas of clinical competency scores before and after the intervention were compared which showed significant difference in all the areas except the mental competency areas (p<0.05). Conclusions: The implementation of the "mental health nursing students' clinical competence model" and appropriate planning for achievement of mental health nursing specialized competency can ensure the achievement of clinical competency by nursing students.
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Affiliation(s)
- Foroozan Atashzadeh-Shoorideh
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | - Jamileh Mohtashami
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | | | - Tayebeh Jamshidi
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
| | - Sara Sedghi
- School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, 1996835119, Iran
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Trollor JN, Eagleson C, Turner B, Tracy J, Torr JJ, Durvasula S, Iacono T, Cvejic RC, Lennox N. Intellectual disability content within tertiary medical curriculum: how is it taught and by whom? BMC MEDICAL EDUCATION 2018; 18:182. [PMID: 30071847 PMCID: PMC6090866 DOI: 10.1186/s12909-018-1286-z] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2017] [Accepted: 07/19/2018] [Indexed: 05/21/2023]
Abstract
BACKGROUND Individuals with intellectual disability experience higher rates of physical and mental health conditions compared with the general population, yet have inequitable access to health care services. Improving the workplace capacity of medical professionals to meet the needs of this population is one way to reduce barriers to care and improve health outcomes. Using diverse pedagogy appropriate to learning outcomes to teach medical students about intellectual disability is a necessary step in improving future workplace capacity. However, there is a lack of research into how, and by whom, medical students are taught about intellectual disability. The aim of this study was to investigate this through an audit of Australian medical school curricula. METHODS The Deans of Australian universities that provide accredited medical degrees (n = 20) were invited by email to participate in a two-phase audit of intellectual disability content in the curricula. Phase 1 (n = 14 schools) involved the Dean's delegate completing a telephone interview or questionnaire regarding medical course structure. If intellectual disability content was identified, a unit coordinator was invited to complete a survey regarding how this content was taught and by whom (Phase 2; n = 12 schools). RESULTS There was considerable variability across Australian medical schools regarding methods used to teach content about intellectual disability. Didactic teaching methods were most frequently used (62% of units included some form of lecture), but workshops and tutorials were reasonably well represented (34% of units contained one or both). Thirty-six percent of units included two or more teaching methods. Almost all schools (83%) used some problem- and/or enquiry-based learning. Educator backgrounds included medicine, nursing, and allied health. A majority of schools (n = 9, 75%) involved people with intellectual disability designing and teaching content, but the extent to which this occurred was inconsistent. CONCLUSIONS Renewing curricula around intellectual disability across all medical schools by introducing varied teaching methods and the inclusion of people with intellectual disability would assist students to develop knowledge, skills, attitudes, and confidence in intellectual disability health. Such renewal offers the potential to reduce barriers to service this population regularly face, thereby improving their health outcomes.
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Affiliation(s)
- Julian N. Trollor
- Department of Developmental Disability Neuropsychiatry (3DN), 34 Botany Street, UNSW, Sydney, NSW 2052 Australia
| | - Claire Eagleson
- Department of Developmental Disability Neuropsychiatry (3DN), 34 Botany Street, UNSW, Sydney, NSW 2052 Australia
| | - Beth Turner
- Department of Developmental Disability Neuropsychiatry (3DN), 34 Botany Street, UNSW, Sydney, NSW 2052 Australia
| | - Jane Tracy
- Centre for Developmental Disability Health Victoria (CDDHV), Monash Health, 122 Thomas Street, Dandenong, VIC 3175 Australia
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, VIC 3168 Australia
| | - Jennifer J. Torr
- Department of Psychiatry, Monash University, Monash Medical Centre, Block P, Level 3 246 Clayton Rd, Clayton, VIC 3168 Australia
| | - Seeta Durvasula
- Centre for Disability Studies, Sydney Medical School, The University of Sydney, Level 1, Medical Foundation Building, 92-94 Parramatta Road, Camperdown, NSW 2050 Australia
| | - Teresa Iacono
- La Trobe Rural Health School, La Trobe University, 102 Arnold Street, Bendigo, VIC 3550 Australia
| | - Rachael C. Cvejic
- Department of Developmental Disability Neuropsychiatry (3DN), 34 Botany Street, UNSW, Sydney, NSW 2052 Australia
| | - Nicolas Lennox
- Queensland Centre for Intellectual and Developmental Disability (QCIDD), Mater Research Institute, The University of Queensland, Level 2 Aubigny Place, Mater Hospitals, South Brisbane, QLD 4101 Australia
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Wilbourn M, Salamonson Y, Ramjan L, Chang S. Development and psychometric testing of the Attitudes, Subjective Norms, Perceived Behavioural Control, and Intention to Pursue a Career in Mental Health Nursing scale. Int J Ment Health Nurs 2018; 27:72-81. [PMID: 28102616 DOI: 10.1111/inm.12295] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/18/2016] [Indexed: 11/30/2022]
Abstract
The aim of the present study was to develop and test the psychometric properties of the Attitudes, Subjective Norms, Perceived Behavioural Control, and Intention to Pursue a Career in Mental Health Nursing (ASPIRE) scale, an instrument to assess nursing students' intention to work in mental health nursing. Understanding the factors influencing undergraduate nursing students' career intentions might lead to improved recruitment strategies. However, there are no standardized tools to measure and assess students' intention to pursue a career in mental health nursing. The present study used a cross-sectional survey design undertaken at a large tertiary institution in Western Sydney (Australia) between May and August 2013. It comprised three distinct and sequential phases: (i) items were generated representing the four dimensions of the theory of planned behaviour; (ii) face and content validity were tested by a representative reference group and panel of experts; and (iii) survey data from 1109 first- and second-year and 619 third-year students were used in exploratory and confirmatory factor analyses to test the factorial validity of the scale. Internal consistency was measured using Cronbach's alpha. Items generated for the ASPIRE scale were subject to face and content validity testing. Results showed good factorial validity and reliability for the final 14-item scale. Principal axis factoring revealed a one-factor solution, the hypothesized model being supported by confirmatory factor analysis. The ASPIRE scale is a valid and reliable instrument for measuring intention to pursue a career in mental health nursing among Bachelor of Nursing students.
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Affiliation(s)
- Mark Wilbourn
- Mental Health Portfolio, Health Education and Training Institute, Sydney, New South Wales, Australia
| | - Yenna Salamonson
- School of Nursing and Midwifery, University of Western Sydney, Sydney, New South Wales, Australia
| | - Lucie Ramjan
- School of Nursing and Midwifery, University of Western Sydney, Sydney, New South Wales, Australia
| | - Sungwon Chang
- Department of Health, University of Technology, Sydney, New South Wales, Australia
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Evolving roles and structures of triadic engagement in healthcare. JOURNAL OF SERVICE MANAGEMENT 2017. [DOI: 10.1108/josm-09-2016-0249] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to focus on the changing nature of healthcare service encounters by studying the phenomenon of triadic engagement incorporating interactions between patients, local and virtual networks and healthcare professionals.
Design/methodology/approach
An 18-month longitudinal ethnographic study documents interactions in naturally occurring healthcare consultations. Professionals (n=13) and patients (n=24) within primary and secondary care units were recruited. Analysis of observations, field notes and interviews provides an integrated picture of triadic engagement.
Findings
Triadic engagement is conceptualised against a two-level framework. First, the structure of triadic consultations is identified in terms of the human voice, virtual voice and networked voice. These are related to: companions’ contributions to discussions and the virtual network impact. Second, evolving roles are mapped to three phases of transformation: enhancement; empowerment; emancipation. Triadic engagement varied across conditions.
Research limitations/implications
These changing roles and structures evidence an increasing emphasis on the responsible consumer and patients/companions to utilise information/support in making health-related decisions. The nature and role of third voices requires clear delineation.
Practical implications
Structures of consultations should be rethought around the diversity of patient/companion behaviours and expectations as patients undertake self-service activities. Implications for policy and practice are: the parallel set of local/virtual informational and service activities; a network orientation to healthcare; tailoring of support resources/guides for professionals and third parties to inform support practices.
Originality/value
Contributions are made to understanding triadic engagement and forwarding the agenda on patient-centred care. Longitudinal illumination of consultations is offered through an exceptional level of access to observe consultations.
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Barry S, Ward L. Undergraduate Nursing Students' Understandings of Mental Health: A Review of the Literature. Issues Ment Health Nurs 2017; 38:160-175. [PMID: 27929706 DOI: 10.1080/01612840.2016.1251515] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
The purpose of this literature review was to identify research and current literature surrounding nursing students' understandings of mental health. The aim is to share findings from an extensive international and national literature review exploring undergraduate nurse education specific to mental health content. Data were collected utilising a comprehensive search of electronic databases including CINAHL (EBSCO), MEDLINE, and PsycINFO 1987-(Ovid) from 2008 to 2016. The initial search terms were altered to include undergraduate, mental health, nursing, education, experience, and knowledge. Three content themes emerged which included: 1. Undergraduate nursing students' knowledge has been considered compromised due to concerns relating to the variation and inconsistencies within the comprehensive nursing curriculums representation of mental health, 2. Undergraduate nursing students knowledge of mental health is thought to be compromised due to the quality of mental health theoretical and experiential learning opportunities, and 3. Research indicates that nursing students' knowledge of mental health was influenced by their experience of undertaking mental health content. Based on these findings greater consideration of students' understandings of mental health is required.
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Affiliation(s)
- Sinead Barry
- a La Trobe University, College of Science Health and Engineering, School of Nursing and Midwifery , Melbourne , Australia
| | - Louise Ward
- a La Trobe University, College of Science Health and Engineering, School of Nursing and Midwifery , Melbourne , Australia
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Trollor JN, Eagleson C, Turner B, Salomon C, Cashin A, Iacono T, Goddard L, Lennox N. Intellectual disability health content within nursing curriculum: An audit of what our future nurses are taught. NURSE EDUCATION TODAY 2016; 45:72-79. [PMID: 27429409 DOI: 10.1016/j.nedt.2016.06.011] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/18/2016] [Revised: 06/01/2016] [Accepted: 06/14/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Individuals with intellectual disability experience chronic and complex health issues, but face considerable barriers to healthcare. One such barrier is inadequate education of healthcare professionals. OBJECTIVE To establish the quantity and nature of intellectual disability content offered within Australian nursing degree curricula. DESIGN A two-phase national audit of nursing curriculum content was conducted using an interview and online survey. SETTING Australian nursing schools offering pre-registration courses. PARTICIPANTS Pre-registration course coordinators from 31 universities completed the Phase 1 interview on course structure. Unit coordinators and teaching staff from 15 universities in which intellectual disability content was identified completed the Phase 2 online survey. METHODS Quantity of compulsory and elective intellectual disability content offered (units and teaching time) and the nature of the content (broad categories, specific topics, and inclusive teaching) were audited using an online survey. RESULTS Over half (52%) of the schools offered no intellectual disability content. For units of study that contained some auditable intellectual disability content, the area was taught on average for 3.6h per unit of study. Units were evenly distributed across the three years of study. Just three participating schools offered 50% of all units audited. Clinical assessment skills, and ethics and legal issues were most frequently taught, while human rights issues and preventative health were poorly represented. Only one nursing school involved a person with intellectual disability in content development or delivery. CONCLUSION Despite significant unmet health needs of people with intellectual disability, there is considerable variability in the teaching of key intellectual disability content, with many gaps evident. Equipping nursing students with skills in this area is vital to building workforce capacity.
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Affiliation(s)
- Julian N Trollor
- Department of Developmental Disability Neuropsychiatry (3DN), School of Psychiatry, UNSW Australia, 34 Botany Street, Randwick, NSW 2052, Australia.
| | - Claire Eagleson
- Department of Developmental Disability Neuropsychiatry (3DN), School of Psychiatry, UNSW Australia, 34 Botany Street, Randwick, NSW 2052, Australia.
| | - Beth Turner
- Department of Developmental Disability Neuropsychiatry (3DN), School of Psychiatry, UNSW Australia, 34 Botany Street, Randwick, NSW 2052, Australia.
| | - Carmela Salomon
- Department of Developmental Disability Neuropsychiatry (3DN), School of Psychiatry, UNSW Australia, 34 Botany Street, Randwick, NSW 2052, Australia.
| | - Andrew Cashin
- School of Health and Human Sciences, Southern Cross University, PO Box 157, Lismore, NSW 2480, Australia.
| | - Teresa Iacono
- La Trobe Rural Health School, La Trobe University, PO Box 199, Bendigo, VIC 3552, Australia.
| | - Linda Goddard
- Department of Mental Health and Learning Disabilities, London South Bank University, 103 Borough Road, London SE1 0AA, United Kingdom.
| | - Nicholas Lennox
- Queensland Centre for Intellectual and Developmental Disability, Mater Research Institute/The University of Queensland, Mater Hospitals, Raymond Terrace, South Brisbane, QLD 4101, Australia.
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Trollor JN, Ruffell B, Tracy J, Torr JJ, Durvasula S, Iacono T, Eagleson C, Lennox N. Intellectual disability health content within medical curriculum: an audit of what our future doctors are taught. BMC MEDICAL EDUCATION 2016; 16:105. [PMID: 27066776 PMCID: PMC4827238 DOI: 10.1186/s12909-016-0625-1] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2015] [Accepted: 04/02/2016] [Indexed: 05/21/2023]
Abstract
BACKGROUND There is a high burden of unmet health needs for people with intellectual disability. Despite experiencing significantly higher rates of morbidity and mortality compared with the general population, this group faces greater barriers to accessing healthcare. While increasing workplace capacity is one way to reduce this inequitable access, previous research indicates a scarcity of undergraduate teaching in intellectual disability. The aim of the study was to determine the extent and nature of intellectual disability content currently offered within medical degree curricula. METHODS All Australian universities (n = 20) providing accredited medical training were invited to participate in a two-phase audit via an email invitation to the Dean of each medical school. The Dean's delegate from 14 medical schools completed Phase 1, which involved a questionnaire or telephone interview about the overall medical course structure. Unit coordinators and/or teaching staff from 12 medical schools completed Phase 2, which involved an online survey about intellectual disability content within the curriculum. RESULTS In Australia, medical school curricula contain a median of 2.55 h of compulsory intellectual disability content. The majority of universities only offer a small amount of compulsory content. Of compulsory units, intellectual disability teaching is minimal in sexual health and emergency medicine (only one unit offered in one school for each). Topics of key relevance in intellectual disability health such as human rights issues, interdisciplinary team work and preventative health are poorly represented in intellectual disability teaching. Elective content varies markedly across universities (1 to 122 h), but emergency medicine, women's health, men's health and many other specialist medicine areas are not represented. Inclusive practice is inconsistent in degree and nature, but a majority of universities (nine) involve people with intellectual disability in the development or delivery of content. CONCLUSIONS There is a mismatch between the considerable unmet health needs of people with intellectual disability and the inconsistent teaching within medical schools. Future doctors will be better equipped to support the health and wellbeing of people with intellectual disability if curricula are enhanced in this area.
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Affiliation(s)
- Julian N. Trollor
- />Department of Developmental Disability Neuropsychiatry (3DN), UNSW Australia, 34 Botany Street, Randwick, NSW 2052 Australia
| | - Beth Ruffell
- />Department of Developmental Disability Neuropsychiatry (3DN), UNSW Australia, 34 Botany Street, Randwick, NSW 2052 Australia
| | - Jane Tracy
- />Centre for Developmental Disability Health Victoria (CDDHV), Monash Health, 122 Thomas Street, Dandenong, VIC 3175 Australia
- />Faculty of Medicine, Nursing and Health Sciences, Monash University, VIC, 3800 Australia
| | - Jennifer J. Torr
- />Centre for Developmental Disability Health Victoria (CDDHV), Monash Health, 122 Thomas Street, Dandenong, VIC 3175 Australia
- />Faculty of Medicine, Nursing and Health Sciences, Monash University, VIC, 3800 Australia
| | - Seeta Durvasula
- />Centre for Disability Studies, Sydney Medical School, The University of Sydney, Level 1, Medical Foundation Building, 92-94 Parramatta Road, Camperdown, NSW 2050 Australia
| | - Teresa Iacono
- />La Trobe Rural Health School, La Trobe University, PO Box 199, Bendigo, VIC 3552 Australia
| | - Claire Eagleson
- />Department of Developmental Disability Neuropsychiatry (3DN), UNSW Australia, 34 Botany Street, Randwick, NSW 2052 Australia
| | - Nicolas Lennox
- />Queensland Centre for Intellectual and Developmental Disability (QCIDD), Mater Research Institute, The University of Queensland, Level 2 Aubigny Place, Mater Hospitals, South Brisbane, QLD 4101 Australia
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Undergraduate mental health nursing education in Australia: More than Mental Health First Aid. Collegian 2015; 22:433-8. [DOI: 10.1016/j.colegn.2014.07.003] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Happell B, McAllister M. The challenges of undergraduate mental health nursing education from the perspectives of heads of schools of nursing in Queensland, Australia. Collegian 2015; 22:267-74. [DOI: 10.1016/j.colegn.2014.01.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Happell B. A better way to do this? Views of mental health nursing directors about preparation for mental health nursing practice. AUST HEALTH REV 2015; 39:211-216. [PMID: 25514568 DOI: 10.1071/ah14099] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2014] [Accepted: 10/20/2014] [Indexed: 11/23/2022]
Abstract
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.
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Affiliation(s)
- Brenda Happell
- Research Centre for Nursing and Midwifery Practice, University of Canberra, Faculty of Health and ACT Health, Woden, ACT 2606, Australia. Email
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Happell B, McAllister M, Gaskin CJ. Majors in mental health nursing: issues of sustainability and commitment. Perspect Psychiatr Care 2015; 51:28-35. [PMID: 24606586 DOI: 10.1111/ppc.12063] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/14/2013] [Revised: 11/14/2013] [Accepted: 01/07/2014] [Indexed: 11/30/2022] Open
Abstract
PURPOSE Major streams in mental health nursing in undergraduate nursing programs were introduced in Australia as a strategy to address current and projected workforce shortages. Of the 14 programs originally planned or implemented, only five are continuing. DESIGN AND METHODS A qualitative exploratory study was conducted involving in-depth interviews with representatives of universities that had ceased the major streams or abandoned plans to introduce them. FINDINGS Significant themes from interview material on abandoned programs were efficient use of resources, expertise, and problems with registration. On the programs now terminated significant themes were viability and commitment to mental health nursing. PRACTICE IMPLICATIONS These findings suggest demonstrable and sustainable commitment to mental health nursing is a precursor to success of major streams and advancement of the mental health nursing specialty.
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Affiliation(s)
- Brenda Happell
- Central Queensland University, Institute for Health and Social Science Research, Centre for Mental Health Nursing Innovation, School of Nursing and Midwifery, Rockhampton, Queensland, Australia
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Happell B. A major stream in mental health in undergraduate nursing programmes: identifying the benefits and acknowledging the innovation. Issues Ment Health Nurs 2014; 35:964-71. [PMID: 25396699 DOI: 10.3109/01612840.2014.897779] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The literature demonstrates the problems mental health nursing has faced in securing sufficient graduate nurses to meet current and projected workforce needs. Deficiencies in educational preparation have been identified as a significant contributing factor. A major stream in mental health nursing has been introduced into undergraduate Bachelor of Nursing programmes as one strategy to address this problem. To-date, 11 streams have been introduced into Australian universities and no evaluations of the impact of these initiatives have been published as yet. This qualitative research was undertaken to explore the implementation and outcomes of major streams. In-depth telephone interviews were undertaken with participants from 10 universities, to explore their experiences with and opinions of this initiative. This paper specifically addresses the perceived benefits. Qualitative data analysis revealed many benefits to the major in promoting the value of, and encouraging interest in mental health nursing for undergraduate students. Four main themes were identified: (1) benefits to students; (2) benefits to the university; (3) benefits to industry; and (4) innovative approaches to education. The findings suggest the major in mental health nursing can contribute to addressing workforce problems in mental health nursing.
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Affiliation(s)
- Brenda Happell
- School of Nursing & Midwifery, Central Queensland University , Rockhampton , Australia
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Happell B, McAllister M. Back to the future? Views of heads of schools of nursing about undergraduate specialization in mental health nursing. Int J Ment Health Nurs 2014; 23:545-52. [PMID: 25109595 DOI: 10.1111/inm.12082] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Preparation of nursing students for practice in mental health settings in Australia has been criticized since comprehensive education replaced preregistration specialist education. Current and projected workforce shortages have given rise to considering the reintroduction of specialization at preregistration level as a potential solution. Support of heads of schools of nursing would be essential for such an initiative to be considered. A qualitative exploratory study was undertaken involving in-depth telephone interviews with heads of schools of nursing in Queensland. Participants generally favoured the concept of specialization in mental health nursing at undergraduate level. Data analysis revealed the following themes: meeting workforce needs, improving quality of care, employability of graduates, an attractive option for students, and what would have to go. Participants identified many benefits to mental health service delivery and consumer outcomes. How the initiative could be developed within an already overcrowded curriculum was identified as the major barrier. This level of support is encouraging if necessary changes to the educational preparation for mental health nursing practice are to be considered.
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Affiliation(s)
- Brenda Happell
- Central Queensland University, Institute for Health and Social Science Research, Centre for Mental Health Nursing Innovation and School of Nursing and Midwifery, Rockhampton, Queensland, Australia
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Happell B, McAllister M. Perspectives of Australian nursing directors regarding educational preparation for mental health nursing practice. Issues Ment Health Nurs 2014; 35:891-7. [PMID: 25353302 DOI: 10.3109/01612840.2014.891679] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
There is an ongoing global shortage of mental health nurses. Within Australia, the principal strategy of offering a postgraduate education programme with various incentives to encourage nurses back to study has not been successful. This has led to the consideration of radical alternatives, including the return to pre-registration specialisation in mental health. The successful introduction of this strategy would require the full support of industry partners. To date, the voice of industry has not been heard in relation to this issue. The aim of this paper is to present the views of an Australian sample of mental health nursing directors regarding the resources and other factors required, should undergraduate specialist programmes in mental health be developed, to ensure they are relevant and likely to be successful. A qualitative exploratory research project was undertaken to explore the perspectives and opinions of industry partners. In-depth interviews were conducted with nursing directors (n = 12) in Queensland Australia. Five main themes were identified: relationships with universities; clinical placement preparation and support; workplace culture; facilitators and preceptors; and practical student learning. Genuine collaboration between the two organisations was considered crucial for delivering a quality programme and providing the required support for students. Transformative leadership could inform this collaboration by promoting acknowledgement of and respect for differences.
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Affiliation(s)
- Brenda Happell
- Central Queensland University Australia, School of Nursing & Midwifery, Rockhampton, Australia
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Happell B, Byrne L, Platania-Phung C, Harris S, Bradshaw J, Davies J. Lived-experience participation in nurse education: reducing stigma and enhancing popularity. Int J Ment Health Nurs 2014; 23:427-34. [PMID: 24898260 DOI: 10.1111/inm.12077] [Citation(s) in RCA: 56] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Mental health nursing consistently emerges as less popular than other specialties, and both service users and mental health practitioners are affected by negative attitudes. Education is fundamental to attracting students to the field of mental health nursing. The aim of this study was to determine the impact of undergraduate mental health curricula on student attitudes to people with mental illness, and career interest in mental health nursing. A traditional mental health course was compared to a course delivered by a person with lived experience of mental illness (and mental health service use) for its impact on student attitudes and career intentions in mental health nursing (cohort 1: n = 70, cohort 2: n = 131, respectively). In both cohorts, attitudes were measured via self-report, before and after the course, and changes were investigated through within-subjects t-tests. The lived experience-led course demonstrated statistically-significant positive changes in intentions to pursue mental health nursing and a decrease in negative stereotypes, which were not observed in the traditional course. The valuable contribution of mental health nursing emerged in the traditional, but not lived-experience-led, programmes. These findings support the value of an academic with lived experience of mental health challenges in promoting attraction to mental health nursing as a career option.
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Affiliation(s)
- Brenda Happell
- Central Queensland University, Institute for Health and Social Science Research, Centre for Mental Health Nursing Innovation; Central Queensland University, School of Nursing and Midwifery, Rockhampton, Queensland, Australia
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Happell B, McAllister M. Implementing a major stream in mental health nursing: barriers to effectiveness. Int J Ment Health Nurs 2014; 23:435-41. [PMID: 24890753 DOI: 10.1111/inm.12075] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Changes to the educational preparation of the nursing workforce in mental health continue to have profound effects on the availability of sufficient numbers of skilled graduates willing to work in this field. The longevity of the problem has focused attention on possible solutions. Introducing a major stream in mental health nursing in undergraduate Bachelor of Nursing programmes was proposed and supported as a potentially beneficial strategy, adopted by some Australian universities. Despite the promise invested in this strategy, systematic evaluations to determine the effectiveness or otherwise of this approach were not initiated. A qualitative exploratory study was undertaken with Australian universities, which had implemented the major stream, regarding their experiences and observed outcomes. In-depth interviews were conducted with a mental health nurse academic from each university. The barriers to the effectiveness of the major in mental health nursing are the specific focus of this paper. Thematic data analysis revealed three main barriers: clinical placements, lack of support from other academics, and integrated curricula. These barriers substantially limited the effectiveness of this strategy - in some instances, leading to the programme's termination - and must be assertively addressed to maximize the potential of the major in mental health nursing.
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Affiliation(s)
- Brenda Happell
- Central Queensland University, Institute for Health and Social Science Research, Centre for Mental Health Nursing Innovation, Rockhampton, Queensland, Australia; Central Queensland University, School of Nursing and Midwifery, Rockhampton, Queensland, Australia
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Happell B, McAllister M, Gaskin CJ. Opportunity lost? The major in mental health nursing in Australia. NURSE EDUCATION TODAY 2014; 34:e13-e17. [PMID: 24252632 DOI: 10.1016/j.nedt.2013.10.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2013] [Revised: 09/30/2013] [Accepted: 10/14/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND The ongoing difficulty in educating and sustaining an adequate nursing workforce in mental health settings has been identified throughout the world. Different strategies have been implemented internationally to deal with this situation. In Australia major streams in mental health nursing were introduced in some Australian universities to promote mental health nursing as a viable career choice for nursing students. Fourteen universities had implemented or planned to implement a major stream in mental health nursing. From a survey of these programs a lack of consistency in the structure and content of programs was evident. For most programs the intakes had been relatively small, although retention rates appeared promising. OBJECTIVES To determine the extent majors in mental health nursing introduced in Australia have been sustained since their implementation. DESIGN Cross-sectional design. A survey instrument used in 2010 was readministered in 2013. SETTING Schools of Nursing in Australia where a major in mental health nursing had been implemented or planned. PARTICIPANTS Subject and program coordinators. METHODS The survey was administered via email. RESULTS Of the 14 majors in mental health nursing originally proposed or implemented, only five were remaining, three had never commenced the program despite plans to do so and six programs once operating had now ceased. Numbers of students undertaking the program have tended to be small. Few modification changes in the structure and content in the majors since initial implementation were reported. CONCLUSIONS The findings suggest that the major in mental health nursing has not been a successful or sustainable strategy, and therefore is unlikely to contribute positively to strengthening the mental health nursing workforce. The availability of sufficient graduate nurses with the interest and skills to pursue a career in mental health nursing is becoming urgent. The adequate resourcing of strategies to address this issue needs to be considered as a matter of priority.
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Affiliation(s)
- Brenda Happell
- Central Queensland University, Institute for Health and Social Science Research, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, Centre for Mental Health Nursing Innovation, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, School of Nursing and Midwifery, Bruce Hwy, Rockhampton, Queensland 4702, Australia.
| | - Margaret McAllister
- Central Queensland University, Institute for Health and Social Science Research, 90 Goodchap Street, Noosaville 4566, Queensland, Australia; Central Queensland University, Centre for Mental Health Nursing Innovation, 90 Goodchap Street, Noosaville 4566, Queensland, Australia; Central Queensland University, School of Nursing and Midwifery, 90 Goodchap Street, Noosaville 4566, Queensland, Australia.
| | - Cadeyrn J Gaskin
- Central Queensland University, Institute for Health and Social Science Research, Australia; Central Queensland University, Centre for Mental Health Nursing Innovation, Australia; Central Queensland University, School of Nursing and Midwifery, Australia; Gaskin Research, Australia.
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Happell B, McAllister M. The views of heads of schools of nursing about mental health nursing content in undergraduate programs. Issues Ment Health Nurs 2014; 35:330-6. [PMID: 24766167 DOI: 10.3109/01612840.2013.863413] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Criticisms about the mental health nursing content of Bachelor of Nursing programs have been common since the introduction of comprehensive nursing education in Australia. Most criticism has come from the mental health nursing sector and the views of key stakeholders have not been systematically reported. Heads of Schools of Nursing have considerable influence over the content of nursing programs, and their perspectives must be part of ongoing discussions about the educational preparation of nurses. This article reports the findings of a qualitative exploratory study, involving in-depth interviews with Heads of Schools of Nursing from Queensland, Australia. Thematic data analysis revealed two main themes: Realising the Goal? and Influencing Factors. Overall, participants did not believe current programs were preparing graduates for beginning level practice in mental health settings. In particular, participants believed that the quality of mental health content was influenced by the overcrowded curriculum, the availability of quality clinical placements, the strength of the mental health team, and the degree of consumer focus. The findings suggest the current model of nursing education in Australia does not provide an adequate foundation for mental health nursing practice and alternative approaches should be pursued as a matter of urgency.
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Affiliation(s)
- Brenda Happell
- Central Queensland University, Institute for Health and Social Science Research, Centre for Mental Health Nursing, and School of Nursing and Midwifery, Rockhampton, Australia
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McAllister M, Happell B, Flynn T. Learning essentials: what graduates of mental health nursing programmes need to know from an industry perspective. J Clin Nurs 2014; 23:3449-59. [PMID: 25401707 DOI: 10.1111/jocn.12594] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/20/2014] [Indexed: 11/28/2022]
Abstract
AIMS AND OBJECTIVES To explore the perspectives of nursing directors in mental health in Queensland, Australia, regarding the skills and attributes of graduates of comprehensive nursing programme to provide an industry perspective and thus augment knowledge from theoretical and professional dimensions. BACKGROUND There is a worldwide shortage of appropriately qualified nurses with the knowledge, skills and attitudes to work effectively in mental health services. Within Australia, this has been well documented since the introduction of comprehensive nursing education. The underrepresentation of mental health content in undergraduate curricula has been identified as the primary reason for nursing graduates not being adequately prepared for practice in this field. To date, this issue has primarily been addressed from the perspective of university academics, with the voice of industry relatively silent in the published literature. DESIGN Qualitative exploratory. METHOD In-depth telephone interviews with Director of Nursing (Mental Health) in Queensland, Australia. RESULTS The concerns of participants were expressed in six main themes: (1) foundational knowledge of mental health and disorders, (2) recovery-oriented skills, (3) physical as well as mental health skills, (4) therapeutic strategies, (5) resilience and self-development and (6) advanced knowledge and skills. CONCLUSIONS The education of comprehensive nursing education needs to be reviewed as a matter of priority to ensure graduates with the attributes required to provide high-quality care for consumers of mental health services. RELEVANCE TO CLINICAL PRACTICE A skilled and knowledgeable workforce is an essential component of high-quality mental health services. Research highlighting the current deficits and issues is therefore of the highest priority.
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Affiliation(s)
- Margaret McAllister
- Institute for Health and Social Science Research, Central Queensland University, Noosaville, Qld, Australia; Centre for Mental Health Nursing Innovation, Noosaville, Qld, Australia; School of Nursing and Midwifery, Noosaville, Qld, Australia
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Happell B, Welch T, Moxham L, Byrne L. Keeping the flame alight: understanding and enhancing interest in mental health nursing as a career. Arch Psychiatr Nurs 2013; 27:161-5. [PMID: 23915692 DOI: 10.1016/j.apnu.2013.04.002] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/04/2013] [Revised: 04/11/2013] [Accepted: 04/12/2013] [Indexed: 11/18/2022]
Abstract
Mental health nursing is not regarded favourably by most Bachelor of Nursing (BN) students as a desirable career option. However, little is known about what attracts those students who do become interested. The primary aim of the current study was to explore BN students' reasons for choosing to undertake the major in mental health nursing and the degree to which completing the subject: "Recovery for mental health nursing practice", confirmed that interest or otherwise. A secondary aim was to examine their perceptions about the attitudes of others to their expressed interest in mental health nursing. A qualitative exploratory study was undertaken with undergraduate nursing students (BN) (n = 12) enrolled in a major stream in mental health nursing. In-depth individual interviews were conducted primarily by telephone. Data were analysed using Colaizzi's steps to explicate the main themes. Two main themes emerged: Swimming against the tide - that's not real nursing, captures participants' experience of the negative attitudes of others to their interest in mental health nursing; and, creating and confirming an interest in mental health nursing, where participants discuss how their interest emerged and how it had been enhanced after completing the subject: Recovery for Mental Health Nursing Practice. Mental health nursing continues to be a stigmatised and undervalued profession both within nursing and the general public. Despite this, participants of this research were attracted to the specialty, and their interest was generally strengthened after completing the Recovery subject. Further research is required to examine the impact of being taught by an academic with lived experience on interest in mental health nursing as a career.
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Affiliation(s)
- Brenda Happell
- Central Queensland University, Institute for Health and Social Science Research, and Centre for Mental Health Nursing Innovation, Rockhampton, Queensland, Australia.
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Henderson AR, Martyr P. Too little, too late: mental health nursing education in Western Australia, 1958-1994. Int J Ment Health Nurs 2013; 22:221-30. [PMID: 22809369 DOI: 10.1111/j.1447-0349.2012.00861.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Mental health nursing education in Australia has undergone a significant transition in the last 50 years, influenced by national inquiries, national decisions, and international trends in nursing education. But mental health nursing education had also accumulated decades of history in each state, including sometimes unequal relations with general nursing. Complex inter- and intra-professional relationships at state level influenced this educational transition in each state, and Western Australia provides an example of this influence. Using a range of published and unpublished sources, including oral histories, this paper describes the revision of the mental health nursing curriculum in Western Australia from 1958, responses to the call for transition to the tertiary sector between 1976 and 1984, and the final transition of mental health nursing education to university level in Western Australia in 1994. Mental health nursing's educational standards improved only gradually in Western Australia from 1958 onwards, compared with professional advances in general nursing in the same period. Factors which may have held back these improvements include mental health nursing's professional conservatism, which was outpaced by general nursing's growing radicalization at the national level. A lack of professional confidence and cohesion left mental health nursing unable to respond effectively to rapid external changes in the 1960s and 1970s, and vulnerable to absorption and dominance by general nursing education programs.
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Affiliation(s)
- Anthony R Henderson
- Community Culture and Mental Health Unit, School of Psychiatry and Clinical Neurosciences, University of Western Australia, Fremantle, Australia
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Byrne L, Happell B, Welch A, Moxham L. Reflecting on holistic nursing: the contribution of an academic with lived experience of mental health service use. Issues Ment Health Nurs 2013; 34:265-72. [PMID: 23566189 DOI: 10.3109/01612840.2012.745038] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The educational preparation of registered nurses is presumed to reflect a holistic approach with emphasis on the bio-psycho-social model of care. The broader literature suggests this goal is not always realised. The aim of this study is to present the views, experiences, and perceptions of undergraduate nursing students who were taught by an academic with a lived experience of mental health service use. In particular, we wanted to look at the expected impact of this approach to learning on their nursing practice. A qualitative, exploratory approach was used, involving in-depth individual interviews with 12 undergraduate nursing students completing the course, "recovery for mental health nursing practice," as part of a major in mental health nursing in a university in Queensland, Australia. Students were asked to reflect upon and discuss their experiences of being taught by a person with lived experience of mental health service use. Data were analysed following Colaizzi's steps to identify the main themes. The three main themes were (1) recovery--bringing holistic nursing to life; (2) influencing practice; and (3) gaining self-awareness through course assessment: challenge and opportunity. These themes suggest an appreciation for holistic nursing and an increased capacity for reflective understanding. The responses from participants suggest the Recovery course had a significant impact on their attitudes to nursing and that their nursing practice would be positively enhanced as a consequence.
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Affiliation(s)
- Louise Byrne
- Central Queensland University, Institute for Health and Social Science Research, Centre for Mental Health Nursing Innovation and School of Nursing and Midwifery
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Lakeman R. What is good mental health nursing? A survey of Irish nurses. Arch Psychiatr Nurs 2012; 26:225-31. [PMID: 22633584 DOI: 10.1016/j.apnu.2011.10.005] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/01/2011] [Revised: 09/16/2011] [Accepted: 10/24/2011] [Indexed: 12/16/2022]
Abstract
The practice, theory, and preparation associated with nursing people with mental health issues has changed in profound ways in recent decades. This has in part been reflected by a shift in nurses identifying as being mental health rather than psychiatric nurses. Context, theory, and values shape what it means to be a mental health nurse. Thirty experienced mental health nurses in Ireland completed a survey on what good mental health nursing is and a definition induced from their responses. Mental health nursing is a professional, client-centered, goal-directed activity based on sound evidence, focused on the growth, development, and recovery of people with complex mental health needs. It involves caring, empathic, insightful, and respectful nurses using interpersonal skills to draw upon and develop the personal resources of individuals and to facilitate change in partnership with the individual and in collaboration with friends, family, and the health care team. This appears to encapsulate the best of what it meant to be a psychiatric nurse, but challenges remain regarding how to reconcile or whether to discard coercive practices incompatible with mental health nursing.
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Affiliation(s)
- Richard Lakeman
- School of Health and Human Sciences, Southern Cross University, Lismore, NSW, Australia.
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Happell B, Platania-Phung C. Mental health placements in a general health setting: no substitute for the real thing! J Clin Nurs 2012; 21:2026-33. [DOI: 10.1111/j.1365-2702.2011.04016.x] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Cleary M, Horsfall J, Happell B. Promoting mental health nursing: employing undergraduate nursing students as assistants in mental health. Int J Ment Health Nurs 2012; 21:69-74. [PMID: 21771233 DOI: 10.1111/j.1447-0349.2011.00760.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
The difficulty in attracting graduates of nursing programmes into mental health nursing (MHN) remains an ongoing challenge. Moreover, it is frequently claimed that undergraduate nursing students do not always regard MHN favourably for future employment. Although undergraduate nurses are employed as assistants in nursing (AIN) in mental health settings, there is no published research exploring their role, the career trajectory into MHN, or its effectiveness as a recruitment strategy. In this paper, we draw on the literature to delineate factors that might contribute to the desire of AIN to work in MHN. Nine factors were identified: acceptance by nurses, fitting in with the culture, managing the workload, developing a realistic appraisal of the effectiveness and limits of psychiatry, constructive learning from direct interpersonal interactions with clients, practising communication skills, being supported in a structured way, working with positive role models, and the overall quality of the employment setting. A comprehensive understanding of these factors can enhance the experience of undergraduate nursing students working as AIN, and potentially increase recruitment into MHN.
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Affiliation(s)
- Michelle Cleary
- Family and Community Health Research Group, School of Nursing and Midwifery, University of Western Sydney, Sydney, New South Wales.
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Happell B, Platania-Phung C, Scott D. Placing physical activity in mental health care: a leadership role for mental health nurses. Int J Ment Health Nurs 2011; 20:310-8. [PMID: 21896121 DOI: 10.1111/j.1447-0349.2010.00732.x] [Citation(s) in RCA: 65] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The wide-ranging benefits of physical activity for consumers with mental illness are acknowledged within the mental health nursing field; however, this is not commonly translated to practice. The primary aim of this paper is to argue that mental health nurses are well positioned to, and should, provide leadership in promoting physical activity to improve the quality of care for people with mental illness. Topics addressed in this paper include the relationship between physical activity and both physical and mental health, the views and experiences of consumers with physical activity, the efficacy of physical activity interventions, the attitudes of nurses to physical activity as a component of care, barriers to a physical activity focus in care for mental illness, and the role of mental health nurses in promoting physical activity. There is a clear and important relationship between physical activity and mental health. Mental health nurses are well positioned to encourage and assist consumers to engage in physical activity, although they might lack the educational preparation to perform this role effectively.
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Affiliation(s)
- Brenda Happell
- Institute for Health and Social Science Research, School of Nursing and Midwifery, CQUniversity Australia, Rockhampton, Queensland.
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Detection of delirium and its symptoms by nurses working in a long term care facility. J Am Med Dir Assoc 2010; 13:264-71. [PMID: 21450220 DOI: 10.1016/j.jamda.2010.11.002] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2010] [Revised: 11/02/2010] [Accepted: 11/05/2010] [Indexed: 12/21/2022]
Abstract
OBJECTIVE To investigate the ability of nurses to recognize delirium and its symptoms and to investigate the factors associated with undetected delirium. DESIGN A prospective, observational study with repeated measurements over a 6-month period. SETTING Seven long term care settings in Montreal and Quebec City, Canada. PARTICIPANTS Residents aged 65 and older, with or without dementia, admitted to long term care (not respite care) and able to communicate in English or French. MEASUREMENTS Delirium and its symptoms were assessed using the Confusion Assessment Method. Ratings of delirium by nurses based on their observations during routine care were compared with delirium ratings by trained research assistants based on a one-time formal structured evaluation (Confusion Assessment Method and Mini Mental State Examination). This procedure was repeated for 10 delirium symptoms. Sensitivity, specificity, and positive and negative predictive values were calculated. The method of generalized estimating equations was used to identify factors associated with undetected delirium. RESULTS Research assistants identified delirium in 43 (21.3%) of the 202 residents. Nurses identified delirium in 51% of the cases identified by the research assistants. However, for cases without delirium according to the research assistants, nurses identified 90% of them correctly. Detection rates for delirium symptoms ranged from 25% to 66.7%. Undetected delirium was associated with lower number of depressive symptoms manifested by the resident. CONCLUSION Detection of delirium is a major issue for nurses. Strategies to improve nurse recognition of delirium could well reduce adverse outcomes for this vulnerable population.
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