scholarly journals Mental health nursing and autism: I am a mental health nurse so why did it take me so long to realise I’m autistic?

2021 ◽  
Author(s):  
Victoria Sweetmore
Keyword(s):  
Mental Health ◽  
Mental Health Nursing ◽  
Mental Health Nurse ◽  
Health Nurse ◽  
Health Nursing

Mental health prescribing in Scotland: time for change

2007 ◽  
Vol 5 (11) ◽  
pp. 493-498
Author(s):  
Austyn Snowden
Keyword(s):  
Mental Health ◽  
Critical Analysis ◽  
Current Theory ◽  
Theory And Practice ◽  
Mental Health Nursing ◽  
Strategic Development ◽  
Mental Health Nurse ◽  
Nurse Prescribing ◽  
Health Nurse ◽  
Health Nursing

This article suggests that the time is right for the coherent strategic development of mental health nurse prescribing in Scotland. This conclusion comes from the synthesis of current theory and practice, i.e. there is no coherent theory opposing mental health nurse prescribing and the necessary supportive infrastructure is now known. In order to situate this discussion, the article begins with an overview of some of the broader issues mental health nurse prescribing faces. It then examines in detail one of the more enduring arguments which continues to oppose the introduction of prescribing in mental health nursing: nurses should not prescribe because they should be doing something else. A critical analysis of this position concludes that this perspective is misguided. More practical questions remain, however, but the article concludes that there is now enough evidence to support effective strategic leadership in mental health nurse prescribing, and reiterates the requisite infrastructure.

Reflection and mental health nursing. Part seven: reflection as a tool for teaching and learning

2021 ◽  
Vol 10 (1) ◽  
pp. 1-4
Author(s):  
John Fowler
Keyword(s):  
Mental Health ◽  
Experiential Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Reflective Learning ◽  
Mental Health Nursing ◽  
Dynamic Relationship ◽  
Mental Health Nurse ◽  
Health Nurse ◽  
Health Nursing

Reflection is an important skill in the armoury of the mental health nurse. Most nurses are familiar with its use in the review and development of their clinical client-centred practice; however, its use for the nurse's own development is less well appreciated. The author highlights how the elements of a reflective learning process can be used by the clinically based nurse to enhance the support of their students' learning. The principles of reflection before, during and after action are then explored as a tool in enhancing the clinician's own experiential learning, examining the dynamic relationship between experience and reflection.

scholarly journals Objective structured clinical exam: a successful approach to pre-registration mental health nurse assessment

2017 ◽  
Vol 12 (2) ◽  
pp. 90-97
Author(s):  
William John Murcott ◽  
Nicola Clarke
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Subjective Experience ◽  
Mental Health Nursing ◽  
Content Type ◽  
Clinical Exam ◽  
Mental Health Nurse ◽  
Health Nurse ◽  
Objective Structured Clinical Exam ◽  
Health Nursing

Purpose Pre-registration mental health nursing courses are a mixture of clinical practice and university-based education completed over three years, culminating in a successful student entering the professional nursing register. During a student’s time at university they will encounter many different types of assessment, whether formative or summative. These are typically academic written assignments, academic exams, presentations, viva, assessed clinical practice by an approved mentor, and objective structured clinical exam (OSCE). The paper aims to discuss these issues. Design/methodology/approach An OSCE to assess second year mental health nursing students was determined to be a highly appropriate method of allowing students to demonstrate the skills associated with the nursing process, NMC standards and learning outcomes for the module. Findings It was recognised that preparation was essential in supporting the reduction of the student’s anxieties over the process, careful design and planning was needed to ensure reliability and validity of a logistically challenging assessment method. Originality/value OSCE have become a major contributor towards the assessment of student nurses and are regarded by some as the gold standard for assessment. However, this assessment has not been widely utilised within mental health nurse education and little research exists surrounding their use. This paper furthers the literature base on the use of OSCE by exploring the underpinning design rationale and the subjective experience of staff and students.

On becoming a qualifi ed mental health nurse

2009 ◽  
Author(s):  
Victoria Clarke ◽  
Linda Playford
Keyword(s):  
Mental Health ◽  
Life Experience ◽  
Student Nurse ◽  
Practical Skills ◽  
Mental Health Nursing ◽  
Mental Health Nurse ◽  
Health Nurse ◽  
Health Nursing ◽  
The Moment ◽  
Selling Point

In this chapter we will consider the knowledge, skills, and attitudes expected of you as a newly qualified mental health nurse, before discussing how to apply for a job and develop your career. To help you consider this we have tried to include contributions from people who have a range of backgrounds and perspectives, who all contribute to mental health services, including a student about to qualify, a modern matron, a clinical manager, a director of nursing, a professor, and service users. To set the scene, our first personal contribution is from Julie Cresswell, a third year student nurse at the Birmingham City University and the Royal College of Nursing’s Student Nurse of the Year 2007. We asked Julie a series of questions that we hoped would help you in preparing to become a qualified nurse; these are her answers and thoughts about the future of mental health nursing and her career. In preparation for qualifying, I am now reflecting upon the experience, knowledge base, and skills that I have developed during my training, along with the transferable skills that I already had before I embarked upon this career. As mental health nursing students, we will all have followed a similar academic course equipping us with a certain level of theory and practical skills. However, what makes us individual is how we intend to use what we have learned throughout our lives and the philosophy that underpins our work. I began this course with the belief that psychiatric nursing was grounded in science. I now feel that while science can hypothesize about the causes of mental illness, understanding and accepting a client’s life experience is central to supporting them in times of mental distress. As I progress through my career, my approach may develop or change direction but for the moment, I feel that it will be vital to be able to communicate my own perspective to future employers. Developing your own approach to mental health nursing, along with an audit of what you can offer an employer in terms of practical skills, knowledge, and experience, establishes your own ‘unique selling point’ in a competitive jobs market.

Mental health law

2009 ◽  
Author(s):  
Andrew Walsh ◽  
Simon Steeves
Keyword(s):  
Mental Health ◽  
Health Law ◽  
Mental Health Nursing ◽  
Mental Health Law ◽  
England And Wales ◽  
Mental Health Act ◽  
Mental Health Nurse ◽  
Health Nurse ◽  
Health Nursing

This book has been written to reflect modern ideas about what constitutes good mental health nursing care, and you will see that values such as partnership working within the framework of a therapeutic relationship have been deliberately stressed. However, the role of the mental health nurse has always required some involvement in what is essentially custodial care. It is necessary for us as mental health nurses to try to balance the demands of these two seemingly paradoxical elements of the role of a mental health nurse. This chapter is intended to introduce you to some aspects of mental health law. We have partly based this upon the law as it currently applies in England and Wales but you will notice that we have also tried to include some material from an international perspective. The history of the profession of mental health nursing is inextricably bound up with the story of the rise and fall of the asylum and with institutionalized models of care. It was only following the Macmillan commission, which was set up to investigate allegations of abuse at Prestwich Hospital in 1924, that the term ‘psychiatric nurse’ (which later evolved to mental health nurse, Department of Health 1994) became a commonly used description (Coppock and Hopton 2000). Prior to this time, people working in institutions for the mentally disordered were more oft en referred to as ‘attendants’ or ‘keepers’ (Nolan 1998), and as these names imply, their roles were mostly custodial or supervisory in nature. Mental health nursing has moved away from this limited model of providing ‘care’ but is still unusual amongst other health care professions in that its members continue to be involved in compulsory detention (even though the main responsibility for this rests with the medical profession; Rogers and Pilgrim 2001). In England and Wales the 1983 Mental Health Act and its 2007 update is currently the legislation directing compulsory treatment of people with mental disorder. In common with legislation in most countries, this Mental Health Act aims to achieve a balance between the rights of the individual mental health patient to be treated and protected and the perceived need to protect others.

scholarly journals Resisting Technical Rationality in Mental Health Nurse Higher Education: A Duoethnography

2015 ◽  
Author(s):  
Alec Grant ◽  
Mark Radcliffe
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Mental Health Nursing ◽  
Related Literature ◽  
Mental Health Nurse ◽  
Health Nurse ◽  
Neoliberal Ideology ◽  
Technical Rationality ◽  
Health Nursing ◽  
Do So

This duoethnographic study has three aims: the first is to coherently situate our emerging duoethnographic dialogue in relation to an overview of both its parent methodology and related approaches within the narrative inquiry paradigm. Our second aim is to then enable readers to make contextual sense of our dialogue. We do so by prefacing it with a brief, focused overview of our theoretical, empirical and fiction work, and related literature, selected for the purpose of clarification. Following this, our final aim is to demonstrate in our dialogue the differences between our respective attempts as academics to work against the neoliberal ideology of technical rationality. We believe that this negatively impacts on contemporary mental health nurse higher education and thus necessitates our respective remedial contributions to this discipline. We conclude by considering the extent to which we feel we have met our aims and describing emerging implications for mental health nursing and other scholars, internationally.

Mental Health Nursing and Decision Making

2013 ◽  
Author(s):  
Tony Warne ◽  
Gareth Holland
Keyword(s):  
Mental Health ◽  
Decision Making ◽  
Case Studies ◽  
Real Life ◽  
Education Practice ◽  
Mental Health Nurse ◽  
Outcomes Of Care ◽  
Health Nurse ◽  
Health Nursing ◽  
The Uk

The chapter first explores the issues involved in how and why mental health nurses come to learn about the decisions that they need to take in clinical practice, and why these are crucial to the establishment and maintenance of therapeutic relationships. It must be noted that various terms will be used throughout this chapter that refer to individuals requiring care and support from nurses—that is, ‘patients’, ‘service users’, and ‘clients’. We will also explore some of the challenges and tensions that can arise when there is a difference between what the professional and the service user might feel is the right decision. Reference is made to the prevailing mental health legislation in the United Kingdom and, in particular, the legislation around care being provided possibly against an individual’s wishes and while he or she is living in the community. If you are not living or studying in the UK, you should seek out the relevant legislation that applies to your country. You might want to see where the similarities and differences are between that and the UK legislation. The chapter concludes with a discussion of how the mental health nurse can ensure that inclusive and informed decision making leads to safe, secure, and effective mental health care. By means of the case studies and the discussion, it will enable you, as the student nurse, to learn how different kinds of decision making can influence outcomes of care, and it will also help you to work towards achieving the Nursing and Midwifery Council (NMC) competencies as they relate to decision making in nursing practice. Note that while the case studies are based on real-life examples of decision-making situations, all names in the case studies have been changed, in keeping with The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives (NMC 2008). Mental health nurse education, practice, and research have long championed innovative approaches to improving our understanding of the impact, on individuals, the communities in which they live, and wider society, of the decisions and actions taken in the name of therapeutic endeavour.

scholarly journals What Are the Core Competencies of a Mental Health Nurse? Protocol for a Concept Mapping Study

2020 ◽  
Vol 10 (2) ◽  
pp. 146-153
Author(s):  
Nompilo Moyo ◽  
Martin Jones ◽  
Rachel Cardwell ◽  
Richard Gray
Keyword(s):  
Mental Health ◽  
Concept Mapping ◽  
Core Competencies ◽  
Direct Care ◽  
Mental Health Nursing ◽  
Mental Health Nurses ◽  
The Core ◽  
Stakeholder Perspectives ◽  
Mental Health Nurse ◽  
Health Nurse

This study aims to identify and contrast key stakeholder perspectives about the core competencies of mental health nurses. Mental health nurses provide much of the direct care and treatment to patients with mental disorders. The perspectives of users of mental health services, mental health nurses, mental health nurse clinical leaders, psychiatrists, and mental health nurse academics regarding the core competencies of a mental health nurse are informative to improve the quality of care given to patients. We will use concept mapping to compare and contrast the views of different stakeholder groups (n = 50, 10 per group) about the core competencies (knowledge, skills, and attitudes) of mental health nurses. There are six stages in concept mapping: preparation, generation of statements, structuring of statements, representation of statements, interpretation of maps, and utilisation of maps. The Good Reporting of A Mixed Methods Study (GRAMMS) checklist will guide this study. The final output is a “concept map” that can be used and interpreted to understand core mental health nursing competencies. This study will provide insight into the perceived core competencies of mental health nurses from a variety of perspectives.

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