| 1. |
- Doyle, Louise, et al.
(författare)
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Preparing master-level mental health nurses to work within a wellness paradigm : Findings from the eMenthe project
- 2018
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Ingår i: International Journal of Mental Health Nursing. - Richmond, VIC : Wiley-Blackwell. - 1445-8330 .- 1447-0349. ; 27:2, s. 823-832
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Tidskriftsartikel (refereegranskat)abstract
- Mental health promotion remains an important component of mental health nursing practice. Supporting wellness at both the individual and societal levels has been identified as one of the key tenets of mental health promotion. However, the prevailing biomedical paradigm of mental health education and practice has meant that many nurses have not been equipped to incorporate a wellness perspective into their mental health practice. In the present study, we report on an exploratory study which details the knowledge, skills, and attitudes required by master-level mental health nurses to practice within a wellness paradigm from the perspective of three groups of key stakeholders: (i) service users and family members (n = 23); (ii) experienced mental health nurses (n = 49); and (iii) master-level mental health nursing students (n = 37). The findings, which were reported from individual and focus group interviews across five European countries, suggested a need to reorientate mental health nursing education to include a focus on wellness and resilience to equip mental health nurses with the skills to work within a strengths-based, rather than a deficits-based, model of mental health practice. Key challenges to working within a wellness paradigm were identified as the prevailing dominance of the biomedical model of cause and treatment of mental health problems, which focusses on symptoms, rather than the holistic functioning of the individual, and positions the person as passive in the nurse-service user relationship. © 2017 Australian College of Mental Health Nurses Inc.
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| 2. |
- Jormfeldt, Henrika, 1966-, et al.
(författare)
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Master’s level mental health nursing competencies, a prerequisite for equal health among service users in mental health care
- 2018
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Ingår i: International Journal of Qualitative Studies on Health and Well-being. - Abingdon : Taylor & Francis. - 1748-2623 .- 1748-2631. ; 13:S1
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This discussion paper aims to explore the need of a clarified definition of master’s level mental health nursing competencies in terms of knowledge, skills and attitudes in a European context. Mental health service users have, in spite of their right to equal overall health, higher rates of physical illness and are more likely to experience premature death than the general population. Implementation of a holistic concept of health comprising mental, physical and social aspects of health in mental health services has previously proved to be challenging. Methods: Master’s level mental health nursing competencies in recent literature are discussed and illuminated in terms of knowledge, skills and attitudes in order to enable the promotion of equal overall health among service users in mental health services. Results: The discussion show contents, values and utility of master’s level mental health nursing competencies in mental health services and contribute to reduced role ambiguity by distinguishing master’s level responsibilities from undergraduate nursing tasks and obligations of other professionals in mental health care. Conclusion: This discussion paper shapes implications for developments in master’s level mental health nursing education curricula. © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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| 3. |
- Keogh, Brian, et al.
(författare)
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Developing e-learning materials in mental health : the eMenthe Project
- 2017
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Ingår i: Mental Health Practice. - Harrow : Royal College of Nursing (RCNi). - 1465-8720 .- 2047-895X. ; 20:5, s. 36-37
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Tidskriftsartikel (refereegranskat)abstract
- This article describes a European collaborative project that developed master’s degree level e-learning materials for mental health nurses. The e-learning materials are freely available online at www.ementhe.eu
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| 4. |
- Keogh, Brian, et al.
(författare)
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Working with Families Affected by Mental Distress : Stakeholders' Perceptions of Mental Health Nurses Educational Needs
- 2017
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Ingår i: Issues in Mental Health Nursing. - Philadelphia, PA : Taylor & Francis. - 0161-2840 .- 1096-4673. ; 38:10, s. 822-828
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Tidskriftsartikel (refereegranskat)abstract
- Family and informal caregivers provide a substantial amount of care and support to people who experience mental health problems. The aim of this study was to explore mental health nurses', students' and service users' perceptions of the knowledge, skills and attitudes that are required by mental health nurses to work with families and carers using a qualitative methodology. Three themes emerged from the data: Knowledge of the family and how mental distress affects the family; working with the family - support and education; and valuing the role of the family. The three themes demonstrate the complexity of preparing mental health nurses to work with families and carers, and the article offers recommendations about how this might be achieved. © 2017 Taylor & Francis Group, LLC
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| 5. |
- Skärsäter, Ingela, 1952-, et al.
(författare)
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Advancing the knowledge, skills and attitudes of mental health nurses working with families and caregivers : A critical review of the literature
- 2018
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Ingår i: Nurse Education in Practice. - Amsterdam : Elsevier. - 1471-5953 .- 1873-5223. ; 32, s. 138-146
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Forskningsöversikt (refereegranskat)abstract
- Involving and supporting the family members and caregivers of people with mental illness is essential to high-quality mental health services. However, literature suggests that there is a lack of engagement between family members and mental health nurses (MHNs). Lack of knowledge among MHNs is often cited as one of the main reasons for this lack of engagement. The aim of this review was to explore the knowledge, skills and attitudes that are required by MHNs to enable to them to work more effectively with families affected by mental illness. A literature based critical review was used to access and review 35 papers in order to extract concepts that could inform the design of eLearning materials to assist MHNs advance their knowledge in this area. Two overarching themes were identified; ‘Mental health problems and the family’ and ‘Working with the family’. From these themes, the knowledge, skills and attitudes required to work more effectively with families are described. The findings from this review provide a descriptive account of the knowledge skills and attitudes that are required for effective family work. In addition, the review provides an empirical foundation for education programmes in the area. © 2018 Elsevier Ltd
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| 6. |
- Stickley, Theodore, et al.
(författare)
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From the rhetoric to the real : A critical review of how the concepts of recovery and social inclusion may inform mental health nurse advanced level curricula – the eMenthe project
- 2016
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Ingår i: Nurse Education Today. - Kidlington : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; 37, s. 155-163
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Forskningsöversikt (refereegranskat)abstract
- ObjectivesThis critical review addresses the question of how the concepts of recovery and social inclusion may inform mental health nurse education curricula at Master's level in order to bring about significant and positive change to practice.DesignThis is a literature-based critical review incorporating a rapid review. It has been said that if done well, this approach can be highly relevant to health care studies and social interventions, and has substantial claims to be as rigorous and enlightening as other, more conventional approaches to literature (Rolfe, 2008).Data sourcesIn this review, we have accessed contemporary literature directly related to the concepts of recovery and social inclusion in mental health.Review methodsWe have firstly surveyed the international literature directly related to the concepts of recovery and social inclusion in mental health and used the concept of emotional intelligence to help consider educational outcomes in terms of the required knowledge, skills and attitudes needed to promote these values-based approaches in practice.ResultsA number of themes have been identified that lend themselves to educational application. International frameworks exist that provide some basis for the developments of recovery and social inclusion approaches in mental health practice, however the review identifies specific areas for future development.ConclusionsThis is the first article that attempts to scope the knowledge, attitudes and skills required to deliver education for Master's level mental health nurses based upon the principles of recovery and social inclusion. Emotional intelligence theory may help to identify desired outcomes especially in terms of attitudinal development to promote the philosophy of recovery and social inclusive approaches in advanced practice. Whilst recovery is becoming enshrined in policy, there is a need in higher education to ensure that mental health nurse leaders are able to discern the difference between the rhetoric and the reality. © Elsevier Ltd. 2015
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