Mental Health Services for Homebound Elders From Home Health Nursing Agencies and Home Care Agencies

2006 ◽  
Vol 57 (4) ◽  
pp. 567-569 ◽  
Author(s):  
Barry B. Zeltzer ◽  
Robert Kohn
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Home Care ◽  
Home Health ◽  
Home Health Nursing ◽  
Health Nursing

A better way to do this? Views of mental health nursing directors about preparation for mental health nursing practice

2015 ◽  
Vol 39 (2) ◽  
pp. 211 ◽  
Author(s):  
Brenda Happell
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Current Model ◽  
Nursing Graduates ◽  
Mental Health Nursing ◽  
Undergraduate Level ◽  
Educational Preparation ◽  
Health Nursing ◽  
Nursing Directors

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. What is known about the topic? The current model of nurse education in Australia aims to prepare graduates for practice in a broad range of healthcare settings with specialisation occurring at the postgraduate level. Mental health nursing is identified as one of the least popular career options for nursing graduates, and mental health services struggle to recruit sufficient graduates for their nursing workforce; this is attributed, at least in part, to the current model of education. What does this paper add? This paper gives voice to the perspectives of nursing directors from the mental health service delivery sector about the educational preparation for nursing practice in mental health. Nursing directors support the introduction of specialist preparation in mental health nursing at the undergraduate level. A more skilled and committed workforce is seen as contributing to addressing current recruitment problems. What are the implications for practitioners? The educational preparation for nursing graduates for mental health practice impacts significantly on nursing leaders, and their perspective is essential in addressing the debate. Mental health nursing directors need to be formally recognised as key stakeholders in the preparation of nursing graduates.

scholarly journals Perspektif Keperawatan Kesehatan Jiwa di Masa Depan

2014 ◽  
Vol 1 (2) ◽  
pp. 59-67
Author(s):  
Budi Anna Keliat
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Mental Health Problem ◽  
Continuity Of Care ◽  
Health Problem ◽  
Nursing Intervention ◽  
Mental Health Nursing ◽  
Nursing Services ◽  
Health Nursing

Masalah kesehatan jiwa di Indonesia cenderung terus meningkat, sehingga memerlukan tindak penanggulangan yang menyeluruh dan berkesinambungan. Pelayanan keperawatan kesehatan jiwa merupakan bagian integral dari pelayanan visi kesehatan jiwa mempunyai falsafah, visi dan misi yang mengacu pada paradigm keperawatan tentang fenomena sentral yaitu manusia, lingkungan, kesehatan dan keperawatan. Untuk dapat memberikan keperawatan kesehatan jiwa yang holistis, komprehensif dan berkesinambungan sangat diperlukan perawat dengan pengetahuan dan ketrampilan khusus tentang keperawatan kesehatan jiwa sehingga memungkinkan mereka untuk dapat bekerja pada tiap tatanan pelayanan kesehatan. The mental health problem in Indonesia is increasing which require a comprehensive and continuity of care. The mental health nursing services as an integral part of mental health services has its philosophy, vision and mission based on nursing paradigm of the central phenomena: man, environment, health and nursing intervention. Nurses need to be knowledgeable and skillful on mental health psychiatry nursing to enable them to work at different health settings.

scholarly journals Teaching-learning process from service teaching of mental health nursing: experience report

10.3823/2361 ◽  
2017 ◽  
Vol 10 ◽  
Author(s):  
Analine De Souza Bandeira Correia ◽  
Antonia Oliveira Silva ◽  
Rayhanna Queiroz De Oliveira ◽  
Ana Suerda Leonor Gomes Leal ◽  
Wilma Dias de Fontes Pereira ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Professional Identity ◽  
Experience Report ◽  
Mental Health Nursing ◽  
Nursing Experience ◽  
Care Practices ◽  
Health Nursing ◽  
Teaching Learning

Objective: Describe the conceptions of resident nurses about the nurse's role in mental health services. Method: Descriptive/reflexive study of the experience-report type, carried out from experiences of nurses from the Multiprofessional Residency Program in Mental Health, guided by the theoretical presuppositions of the Brazilian Psychiatric Reform and structured from the Arch of Charles Maguerez. Results: In-service teaching provided reflections on the residents' conceptions of nurses' performance in mental health services. The key posts were the insertion in the specific nursing care, the construction of the multiprofessional work process, the recognition of their professional identity. Therapeutic relationship and communication, receptiveness, co-responsibility of care and the construction of links with clients, family and work colleagues for the solution of the problems.  Conclusions: The Arch of Charles Maguerez facilitated the teaching process in service. In addition, it provided the perception of the action-reflection-action movement as essential to understand fundamentals of care practices in nursing and to collaborate to the insertion of the nurse and the process of changes, from the daily services of mental health.

Exploring Family Caregivers’ Rationales for Nonuse of Formal Home Health Services When Caring for a Dying Family Member

2010 ◽  
Vol 23 (5) ◽  
pp. 318-328 ◽  
Author(s):  
Laura M. Funk ◽  
Kelli I. Stajduhar ◽  
Denise Cloutier-Fisher
Keyword(s):  
Health Services ◽  
Family Member ◽  
Home Health ◽  
Training And Education ◽  
Home Health Services ◽  
Formal Services ◽  
Home Health Nursing ◽  
Health Nursing ◽  
And Coping ◽  
Policy And Planning

Drawing on interviews with 26 bereaved individuals who provided care to a dying family member at home, the purpose of this article is to identify and explore motivations behind the “nonuse” of home health services. Participants resided in a Western Canadian regional health authority. In their accounts of not asking for help from formal providers, participants highlighted personal reasons, coping needs, and a lack of knowledge. In their accounts of refused help, they placed more emphasis on a perceived lack of need for help (including constructing themselves as capable and coping), as well as their perceptions of the quality and competence of formal services. Findings are compared against existing literature. Implications for health system policy and planning, and for home health nursing practice, training and education, particularly with reference to situations in which responsibility is left with families to ask for help from formal providers, are also discussed.

Fundamental skills of mental health nursing

2009 ◽  
Author(s):  
Chapman Jim ◽  
Cheryl Chessum
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Service User ◽  
Code Of Conduct ◽  
Mental Health Nursing ◽  
Department Of Health ◽  
Health Nursing ◽  
The Uk ◽  
Nursing Department

A mental health nurse practises the skill and craft of their role in a variety of different settings to reflect the varied range of services provided in today’s mental health services. Whatever the setting or nature of the mental health problem, a set of adaptable mental health nursing skills will be required to enable the nurse to facilitate the safe and effective care of the service user. This care is expected to be individually tailored to the needs of the service user, developed (with only occasional exceptions) collaboratively with the service user, and evaluated with the service user and key partners in care. The principles of the nurse’s practice have to be underpinned and informed by the policies and guidelines that shape contemporary and future services. In the UK, nurses must respond to the essential capabilities (Department of Health 2006a) and the Chief Nursing Officer’s review of mental health nursing (Department of Health 2006b) in order to deliver a service that reflects the reform and quality improvements expected in modern mental health services. Practical skills have to be backed up by a strong knowledge base, with nurses knowing why they do what they do and being able to explain their actions whenever called upon to do so. Where possible and available, what mental health nurses do needs to be done on the basis of the most up-to-date evidence or guidance, which comes in many forms (Sainsbury Centre for Mental Health 2004, National Institute for Clinical Health and Excellence 2004a, Nursing and Midwifery Council 2008a and 2008b). As not all the scenarios that nurses encounter have a textbook answer, it is important that other complementary skills are developed to help them make decisions and deal with scenarios for which there is no clear and obvious answer available. These skills include: • Reasoning using principles and frameworks to weigh up a situation, e.g. ‘To adhere to the NMC Code of Conduct, what do I need to be aware of in this case?’ • Reflecting in or on practice (Schön 1987, Rolfe and Freshwater 2001, Johns 2004) to get a deeper understanding of situations and your own reactions and judgements, especially those values and attitudes you hold that may cause conflict with service users and significant others.

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