Dissertations / Theses on the topic 'Mental health nursing'
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1
Hutson, Serah. "Mental health nursing competency." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62020.pdf.
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Oates, Jennifer. "Mental health and subjective wellbeing in UK mental health nurses." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/15973/.
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This study explores the subjective wellbeing and subjective experience of mental health problems in UK mental health nurses using a mixed methods approach. It aimed to understand the relationships between mental health nurses' own mental health and their subjective wellbeing, and to explore the ways in which mental health nurses managed their own mental health and wellbeing and how they negotiated for and use their experiences both within and outside of their work. The mixed methods design had two phases. In phase one an online survey was sent to mental health nurses via their national professional bodies, the Royal College of Nursing and the Mental Health Nurses Association. The survey comprised three measures of subjective wellbeing, questions about personal and familial mental health history and questions about the impact of these experiences on mental health nursing work. 237 survey responses were included in the final statistical analysis. In the second phase 27 semi structured interviews were undertaken with a purposive sample of survey respondents who had both subjective experience of mental health problems and high subjective wellbeing. A major finding of the study was that mental health nurses critically appraised their experience of delivering and receiving mental health care from the expert perspectives of both being a nurse and having their own experience of mental ill health. Personal experience of mental illness was found to influence nursing practice in a number of ways: first, through overt disclosure and negotiation of professional boundaries; second, through the ‘use of the self as a tool’, the emotional labour of nursing; third, through the formation and development of professional nursing identity. This was in the context of a broader canvas of life experiences which participants considered to influence the development of their nursing identity, the use of self and self disclosure in their work. Mental health nurses in this study had a relatively low subjective wellbeing. Low subjective wellbeing was associated with having current mental health problems, and with having past experience of mental health problem. Personal experience of living with someone with mental health problems was associated with relatively higher subjective wellbeing. This study has implications for occupational health and human resources policy within healthcare organisations. The findings suggest that mental health nurses who present to primary care or occupational health services should be offered care and treatment commensurate with their expertise and experience. Employers’ ‘staff happiness strategies’ and occupational health promotion activities should address work life balance and what nurses could do outside of their work to be well, as well as addressing the effects that team and management changes have on staff wellbeing.
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Rice, Judy A. "Mental Health Clinicians." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7616.
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Rice, Judy A. "Mental Health Clinicians." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7617.
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Munro, Sara Louise. "Exploring attitudes in acute mental health nursing." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499829.
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Methods: Study one; cross sectional survey of all acute mental health nurses working at 10 MHS Trusts (n=2130). The survey contained a validated attitude scale (ATAMH) and questions exploring a range of personal, professional and organisational variables. Study two; semi-structured interviews with acute mental health nurses and service users with experience of acute inpatient care. Results: Study One: The mean total attitude score was 172 which is positive, the maximum score available is 255. Multiple regression analysis identified seven predictors of attitudes which accounted for 21.3% of the variance in the total attitude score: pay banding; influence of psychosocial approaches; influence of involving service users; experience of working in the community; education at post graduate/higher degree level; being up to date on policy, research and practice relevant to acute mental health care; having personal and family experience of mental health problems. Study Two: 16 nursing staff from two units covering a range of pay bands and length of experience were interviewed. Ten service users with a range of acute inpatient experience were interviewed. Three overarching themes were identified: 1) Pre-determined factors influencing attitudes such as personality, reasons for doing the job, personal and family experiences of mental health problems 2) Wider contextual factors such as clinical leadership, patient stereotypes, ward culture and team values 3) Outcomes of nursing practice and the service users experience of care. Nurses who had positive attitudes made patients feel valued. Nurses with negative attitudes made patients feel like they were a pain and not deserving of care. Service users believed pre-determined factors had the greatest impact on nurses' attitudes. Nursing staff placed greater emphasis on the influence of contextual factors and underestimated the impact of attitudes on service users' experience.
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Gunn, Robin. "Mental Health Nurses' Perceptions| Making a Career Choice and Remaining in Mental Health Nursing." Thesis, William Carey University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605386.
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Mental health nursing is a distinct specialty in the nursing profession. However, research has consistently shown the field of mental health nursing is not a popular career choice. In addition, the mental health nursing field is facing a significant shortage of nurses. Understanding what attracts and retains nurses to this nursing specialty is needed to aid in recruitment and retention and to ensure there will be enough qualified mental health nurses in the future to provide care for those needing mental health care services. The purpose of this study was to explore mental health perceptions of the career choice and identify what factors and/influences, if any, encouraged the decisions to choose mental health nursing or to remain employed in mental health nursing. A qualitative research design using a descriptive online survey and individual interviews was used to explore mental health nurses' perceptions of the career choice of mental health nursing. Findings from the survey and interviews revealed themes as to why mental health nurses chose a career in and stay in mental health nursing, what factors influenced these decisions, and the image of mental health nursing. Recommendations for future studies in mental health nursing included replicating the study with a larger sample size and a variety of mental health facilities, an analysis of the current U.S. mental health nursing workforce, and how nursing school experiences affect students' perceptions of mental health nursing.
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Simons, Lucy. "Community mental health nurses' perspectives on the treatment of people with common mental health problems." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/57942/.
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The study was in two parts. In Part 1 the thematic content analysis of the nurses’ individual accounts of their trial experience revealed how the CMHNs’ aimed to be an agent of change in the nurse-patient encounters and how the trial setting contrasted with everyday practice. Following this, detailed micro-analysis of the narratives of nurse-patient encounters found that the nurses’ goal to be an agent of change was not always borne out when the construction of their accounts was examined. In Part 2 the thematic content analysis of group discussions about CMHN role illuminated the tensions in CMHNs’ everyday practice and their perceived role with people with CMHPs outside of the experimental setting. Overall, the treatment of people with CMHPs was exceptional in that the nurses interpreted their trial experience in the way it contrasted with their everyday practice. Further, in line with the results of the randomised controlled trial, CMHNs did not think that people with CMHPs should be treated by specialist nurses within community mental health services. The nurses suggested a range of methods in which individual, community and primary care resources could be augmented to support people with the aim of preventing referral to specialist services. The integration of the key findings from both parts of the study demonstrated how the nurses used and valued a range of types and sources of knowledge, both in their practice and when forming their views about CMHPs and service organisation. These knowledge sources were not those valued in contemporary healthcare. The dominant evidence-based practice movement champions research evidence of effectiveness above other forms of knowledge. Broadening the understanding of evidence and narrowing the claims of evidence-based practice is suggested to permit all forms of knowledge to be valued in healthcare decision-making
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Lidstone, Terri Lynn. "Boundaries and trust in community mental health nursing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0010/MQ60083.pdf.
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Salsbury, Gail. "Transparency in mental health nursing : a critical focus." Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/80fadf49-42ae-4b18-95d9-9fe156325d54.
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This study explored the ways experienced mental health nurses working within a local acute mental health NHS Foundation and Teaching Hospital Trust felt about being unobtrusively observed in their everyday clinical practice. Participants were recruited from eight local units: four Community Mental Health Teams (CMHT), one Crisis Resolution Home Treatment Team (CRHT), one inpatient ward, one in-patient rehabilitation unit and an Assertive Outreach Team (AOT).
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McKeown, Margaret Mary Olive. "Dual diagnosis : a challenge for acute mental health nursing." Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420833.
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Goulter, Nicole S. "Patterns of care: Primary research in mental health nursing." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/90853/1/Nicole_Goulter_Thesis.pdf.
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The foundation of mental health nursing has historically been grounded in an interpersonal, person-centred process of health care, yet recent evidence suggests that the interactional work of mental health nursing is being eroded. Literature emphasises the importance of person-centred care on consumer outcomes, a model reliant upon the intimate engagement of nurses and consumers. Yet, the arrival of medical interventions in psychiatry has diverted nursing work from the therapeutic nursing role to task-based roles delegated by medicine, distancing nurses from consumers. This study used work sampling methodology to observe the proportion of time nurses working in an inpatient mental health setting engage in specific activities. The observations of this study determined that nurses' time is accounted for 31.65% in direct care, 51.63% in indirect care and 16.71% in service related activities.
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Bless, Stephanie Marcia. "Physical Activity in Nature and Children's Mental Health." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/506.
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The aim of this study was to determine if there is a relationship between children's physical activity and wellbeing, and if that relationship is enhanced by physical activity in nature. This study was a non-experimental retrospective multi-informant data review conducted at an outpatient pediatric psychiatric clinic in the Northeast. The theoretical framework used to guide this study was the Health Promotion Model, suggesting Advanced Practice Nursing investigate the relationship between health promoting behaviors and personal factors that support mental wellness in children and protect against mental illness. Data collected included age, sex, and exercise and wellbeing subsections of the Vermont Child Health and Behavior Questionnaire (VHBQ): Parent Reports and Self-reports for 11-21 year olds. Data from three sample groups were analyzed: parent participants (n=178, 61% male, 38% female), child participants (n=78, 51% male, 49% female), and parent-child pairs with sex determined by child (n-25, 60% male, 40% female). Physical activity was calculated using a metric for participation in sports.
Two sample t tests were used to analyze children's response to the question "do you participate in sports regularly?" in relation to wellbeing scores. Pearson's correlation coefficient was used to investigate correlations between 1) parent reports of their children's physical activity and wellbeing, 2) children's self-reports of physical activity and wellbeing, 3) parent reports of their children's physical and children's self-reports of physical activity, and 4) parent reports of their children's wellbeing and children's self-reports of wellbeing.
Statistically significant results included positive correlations between parent reports of their children's physical activity and wellbeing item, "his/her living conditions are excellent" (r=.34, p=<0.001 for overall, r=.25, p=.002 for indoor, and r=.28, p=<0.001 for outdoor). Positive weak correlations were found between parent reports of their children's physical activity and scores on the VHBQ 10-point Worst Life/Best Life bar (r=.19, p=0.02 for overall and r=.17, p=.04 outdoor). Additionally, results showed significant strong positive correlations for all physical activities between parent reports of children's participation and children's self-report of participation (r=0.83, p=<0.001 for overall, r=0.85, p=<0.001 for indoor, and r=.67, p=0.02 for outdoor). However, only a single wellbeing item, "Compared with...most peer, [child] is less happy than they are", demonstrated statistically significant positive correlation (r=.48, p=0.03) when parent reports and self-reports of wellbeing were compared.
These results underscore the need for further research. Among professions, Advanced Practice Nurses may be best equipped to fully understand the lifestyle factors that promote children's mental health. Moreover, because of their background, training and employment settings, Advanced Practice Nurses could play an important role not only in initiating well-being research studies, but also in using the resultant information to develop educational resources and policy.
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Frahm, Kathryn. "FAMILY SUPPORT AND MENTAL HEALTH CARE QUALITY IN NURSING HOMES SERVING RESIDENTS WITH A MENTAL HEALTH HISTORY." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3096.
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The prevalence of mental health disorders among the nursing home population is well recognized. However, providing adequate mental health services for nursing home residents who need them remains a challenging endeavor. The social support of family has long been recognized as a key resource for older adults with a mental health history and older adults residing in nursing homes. The purpose of this study is to examine the quality of mental health care provided for nursing home residents with a mental health history and to determine if family support influences the quality of their mental health care accounting for other facility resident and facility organizational characteristics. The study utilized a retrospective, cross-sectional design with 2003 national Online Survey Certification and Reporting (OSCAR) facility data merged with the resident-level Minimum Data Set (MDS) resulting in N=2,499 nursing homes. Guided by the convoy model of social support and socioemotional selectivity theory, descriptive statistics and exploratory factor analysis were used to create a profile of facility level data of nursing home residents with a mental health history, explore the role of family support, and determine if items within the OSCAR and MDS databases could respectively be used to measure mental health care quality and family support. Overall, it was found that families have a positive relationship with their relatives and are involved in their lives. Additionally, items within the OSCAR and MDS databases could be used to measure mental health care quality and family support. Finally, facility organizational characteristics explained more variation in the quality of mental health care than did facility resident, family support, or market characteristics. In sum, to enhance the quality of mental health care in nursing homes, partnering with families may be an important tool to meet resident needs.Ph.D.
Other
Health and Public Affairs
Public Affairs PhD
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Smith, G. M. "Overriding the choices of mental health service users : a study examining the acute mental health nurse's perspective." Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/8976/.
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This study explores the mental health nurse’s experience of ethical reasoning while overriding the choices of mental health service users within an acute mental health context. When working with service users in acute mental distress a mental health nurse’s clinical decisions will have a controlling element, which can lead to the service user’s freedoms being restricted. This power to restrict freedoms also known as coercion can be explicit, it follows the rule of law, and implicit; ways of controlling that are ‘hidden’. The ethical use of this power requires the nurse to be an effective ethical reasoner who understands both the explicit and implicit nature of this power. Coercive power, which is explicit, has been thoroughly explored; however, there is limited work exploring the use of this power within an ethical context and as a ‘real-time’ practice issue. In addition, there is little work exploring implicit power as a practice issue or as an ethical issue. To examine this knowledge gap this study adopts an interpretative phenomenological analysis (IPA) approach to engender an understanding of the mental health nurse’s personal meaning and experience of using both explicit and implicit coercive power. This approach affords the researcher the opportunity to tease out the personal ‘ethical’ meaning of the participants’ experiences by facilitating an in-depth and sensitive dialogue, which focuses on stimulating conscious ethical reflection. IPA is an idiographic mode of inquiry where sample purposiveness and analytical depth is more important than sample size. On this basis, six qualified mental health nurses were recruited who have used coercive strategies while nursing service users in acute mental distress. The semi-structured interviews were thematically and interpretively analysed, the five superordinate themes that were generated are; the nurse as a practitioner, their values, their practice, their use of coercion, and their ethics. In addition, the results of the study highlighted that coercive strategies are a key part of a mental health nurse’s daily practice both explicitly and implicitly. These strategies can be beneficent; however, this is dependent on the ethical reasoning ability of the nurse and the professional support they receive in practice. Being an effective ethical reasoner requires the nurse to acquire ‘good habits’, a basis for enabling the nurse to work through an ethical challenge in ‘quick time’. Furthermore, to enhance these good habits they also need to have an ‘ethical imagination’. Considering these points, this study recommends mental health nurses when using coercive power use a multi-faceted ethical reasoning approach. This approach should aim to create good ethical habits through continually rehearsing good responses to common practice issues. In addition, this approach should not neglect the need for the nurse to use their ethical imagination and to feel for an ethical solution where required. As a future area for research, this study recognises the skilled use of ethical imagination in the field of mental health nursing requires further exploration.
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Tee, Stephen R. "A co-operative inquiry : participation of mental health service users in the clinical practice decisions of mental health student nurses." Thesis, University of Southampton, 2005. https://eprints.soton.ac.uk/57948/.
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This is a study about participation of mental health service users in the clinical practice decisions of mental health student nurses undertaking their nurse training. The research was undertaken with students, recruited from a higher education institution, in collaboration with mental health service users, recruited from mental health service user organisations, and was conducted over a period of eighteen months. Mental health service users have long been calling for greater involvement in the clinical decisions which affect their lives. Involvement in this context means decisions made collaboratively with service users where there is determined effort, on the part of the nurse, to share decisional power. Concern has also been expressed that current theory used to inform practice is derived predominantly from professional academics rather then those who use services. In order to address these issues, a co-operative inquiry design was adopted which engaged all participants as co-researchers, as well as co-subjects, and involved repeated cycles of action and reflection, using recorded group meetings as the means to collect the data. The aims of the study were to identify strategies for increasing user participation in decisions, to develop a model of good practice and to explore the value of co-operative inquiry as a vehicle for bringing about increased participation. The outcomes of the inquiry have been to identify, from a service user perspective, professional values, behaviours and actions and cultural aspects within organisations which inhibit or enable the sharing of power and participation in decisions. In addition the inquiry has developed the ‘time for change’ model which it is proposed could be used to evaluate aspects of participation within the clinical practice and education environment. The inquiry concludes by demonstrating the potential benefits and challenges of conducting meaningful participatory research. It also reflects on the value of the co-operative inquiry process as a vehicle for developing the students’ practice and moral development, which, it is argued, has wider utility in higher education and the practice learning environment. Finally the inquiry emphasises the need for an organisational culture in which the practice of participation can evolve and be nurtured, in order to overcome the systematic exclusion, or what has been termed ‘institutional userism’, which was a common experience for the inquiry participants.
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Slemon, Alice (Allie). "Nursing students' experiences in mental health practicums : a narrative inquiry." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62718.
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Mental health challenges are one of the leading global health concerns, yet health care for people experiencing these health issues is severely lacking, in both accessibility and quality. Nurses are uniquely positioned to provide direct care to this population, however nurses’ attitudes towards individuals with mental health challenges are frequently characterized by stigma and misconceptions. Mental health practicums within nursing school are a key venue for student learning, development, and experience in working with this population, yet research demonstrates that students frequently hold negative attitudes toward mental health nursing as a career path and do not feel adequately prepared to work with individuals with mental health challenges in any health care setting. To address gaps in understandings of these issues, this qualitative study explored students’ experiences within mental health practicums through a narrative inquiry approach. Individual interviews were conducted with 15 nursing students following their practicum experiences. Findings describe the narrative of resistance within the students’ practicums that emerged from participant stories of their experiences. The students identified this practicum as fundamentally different from others, and as such, their pre-engagement included particular preparation strategies to maintain their emotional well-being through the practicum, and critical engagement with societal stereotypes around mental health. Within the practicum, the students’ recognized the ways in which nursing care of patients was characterized by power relations, enacted through disengagement and unsafe and unethical practices. Participants enacted resistance through connecting with patients, enacting ways of knowing that contrasted with dominant nursing practices, and drawing on their student role to justify their resistance. Informing participants’ enactment of resistance, narratives spoke to the complex interplay of empowerment and disempowerment in the setting, shaping their experiences in the practicum and expectations of future nursing practice. Study implications include theoretical contributions to the concept of resistance within nursing education. Additionally, this study supports the need for increased educator support for students in advance of, and during, their mental health practicums; findings further speak to the need for systemic changes in the practice environment to support safe and effective patient care.Applied Science, Faculty of
Nursing, School of
Graduate
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Sloan, Graham C. M. "An illuminative evaluation of clinical supervision in mental health nursing." Thesis, Glasgow Caledonian University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405004.
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Eldridge, Sarah Marie. "The Barriers To Mental Health Services: How Facility Factors Impact Perceived Barriers To Mental Health Services In Nursing Facilities." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1409246124.
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Short, Nigel P. "An evocative autoethnography : a mental health professional's development." Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/3c4c3868-9bbd-4fbc-8c86-0cba6dedc47f.
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This work grew out of a need to try to understand my often experienced sense of being misunderstood, misrepresented and marginalised. A prerequisite to helping others in mental health nursing is arguably some requirement to understand one’s self. But who is the self? In this thesis I use an autoethnographic approach to examine how the self, multiple selves and identity formation is socially constructed. Social constructionism contends that categories of knowledge and reality are actively created by social relationships and interactions. As an autobiographical genre of writing, this evocative autoethnography has been written in the first person displaying my multiple layers, connecting my selves to the cultures I inhabit. As a reflexive methodology it offers the researcher a means of critically exploring the social forces and discursive practices that have shaped his own cultures. In addition I discuss the contrast between traditional guidelines and protocol driven ethics with more progressive relational ethics. Central to relational ethics is the question ‘What should I do now?’ rather than the statement ‘This is what you should do now.’ I continue by arguing that we use stories as ‘equipment for living’, as tools to understand, negotiate and make sense of the many different situations we encounter. In recent years, as part of the ‘narrative turn’ in the social sciences, a growing number of scholars have suggested that we live in a world shaped by these stories. I discuss connections between the cultures people occupy and how an individual’s reflexivity can keep them stuck or liberated and emancipated with regard to their personal narratives. Whilst the text is not intentionally instructional, storytelling can be instructive. By showing my vulnerabilities the work is a prism for the reader to reflect on their narratives and the cultures they inhabit.
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Lin, Ping-Yi. "Nursing leadership style and mental health outcome of nurse in Taiwan." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27686/.
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The present thesis report research on the role of leadership style related to the quality of nurses' working lives in Taiwanese hospitals. It begins by focusing on the mental health of nursing work forces and questions the applicability of leadership styles employed in different ownership of health care organisations. There is very little literature on this issue and knowledge of how such hospitals function is not clear. The thesis addresses the influences of nursing leadership style at both the individual and organisational levels examining the perception of nurses and developing a research model using Structural Equation Model (SEM). Both the leader's perspective and subordinate's viewpoint were measured. Two studies were conducted which illustrated the perception of leadership style in Taiwanese healthcare settings. The first study was designed as the qualitative study which used in depth interviews with 21 representatives to explore the current organisation status of hospitals and attitudes towards and interpretation of leadership. Study Two was a quantitative study which was informed by the results of Study One and 651 employees participated in a questionnaire survey. This thesis proposed a model of the relationships among the key variables. Analysis of the data based on this model revealed that transformational leadership style contributed significantly to supervisor support. Supervisor support was an important mediator variable that explained the relationship between transformational leadership and job satisfaction and organisational commitment. In addition, the effects of transformational leadership style on the general health well-being of nurses were buffered by job satisfaction and organisational commitment. Organisational commitment was the strongest factor related to the general health well-being of Taiwanese nurses than job satisfaction. The study highlighted the influences of certain aspects of leadership such as mental health outcomes. Leadership is a complex process and may diffuse throughout an organisation. This thesis makes a useful contribution to the literature on the mental health well-being of nurses and provides a comprehensive background of a Taiwanese approach to nursing leadership research.
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Geanellos, Rene, and res cand@acu edu au. "Explicating Practice Knowledge: A hermeneutic inquiry into adolescent mental health nursing." Australian Catholic University. School of Nursing and Human Movement, 1997. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp220.11092009.
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Through this hermeneutic study I sought to explicate the practice knowledge of nursing on residential adolescent mental health units. I did this by seeking to understand what nurse's and adolescent's stories of nursing, or being nursed, revealed about the knowledge informing practice within that context. Seven nurses and seven young people shared their experiences. Taped and written stories, and survey material, provided texts for analysis and interpretation. As stories centred around specific nurse-adolescent interactions they pointed to the knowledge informing practice within those encounters. Thus, practice knowledge was explicated through interpretation of the actual experiences of nurses and adolescents. Study findings were conceptualised as sub-elements, elements and a meta-element of practice knowledge. Ninety one
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Foster, Lei. "Narrative self-inquiry to capture transformation in mental health nursing practice." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/322297.
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The aim of the study is to identify and map the process of transformation of the practice of a mental health nurse from everyday practice to desirable practice (that is, the realisation of mental health Recovery) through self-inquiry into a series of narratives derived from that practice. Recovery is desirable in terms of clinical governance and is also desirable practice for mental health nurses as a standard to which they should practice. A series of reflexive narratives signposted the transformative journey and also captured the lived experience of transformation. Experiences from practice were captured as spontaneous stories. Guided reflection obtained insights from these stories, and the insights derived from the stories were subsequently reflexively deepened by inquiring into them. In time the cues in the model of guided reflection became internalized to the extent that practitioner narratives arose that already embedded insights. Self-inquiry into these practitioner narratives indicated the nature and the felt affect of constraints met within practice. The affect of these constraints upon the individual practitioner and upon the ability of the individual practitioner to achieve desirable practice is indicated by self-inquiry into them. The result of the study was the realisation that transformation is unable to take place without the individual practitioner being fully aware of who one is, in order that s/he may effect transformation and change. Whilst self-inquiry into the narratives indicated the constraints upon the individual practitioner, the psychological unpreparedness also indicated by that self-inquiry indicated why that the tension between the reality of practice and desirable practice could not be adequately explored. The thesis takes the form of a narrative about writing narratives. The narratives illustrate the norms and values that affect individual practice both vertically (that is, from the organisation and the government), and horizontally (that is, from colleagues and managers), and how an individual practitioner experiences these as obstructive to delivering the service they desire. There have been no narratives written by practitioners about the journey to realise Recovery in their practice; and the structure of the narratives as performances is unique to this subject of thesis by a mental health nurse.
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El, Baqary Amira. "Investigating Egyptian student nurses' perception towards working in mental health nursing." Thesis, Queen Margaret University, 2016. https://eresearch.qmu.ac.uk/handle/20.500.12289/7390.
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This research aims to explore Egyptian undergraduate nursing students’ perceptions of working with mentally ill patients and to explore factors that influence student nurses’ perceptions of mental health nursing. The study took place at the school of nursing in Cairo University. The research approach for the study is qualitative and descriptive since it aims to explore opinions and perceptions of participants and describe meanings about researched topic (Creswell 2014, Willing 2013, Hancock et al 2009). The method for data collection used in the study was focus group discussion: 8 focus groups were conducted that included 32 participants, all of them female students. A pilot focus group took place at the faculty of nursing in Modern University for Technology and Information (MTI) where fourth year students were asked to participate. The remaining focus groups were held at the school of nursing in Cairo University. Participants were chosen from fourth and fifth year students of the undergraduate programme. The participants had accumulated knowledge as students and they were about to graduate and to start their nursing career. Data analysis stage of the study employed thematic analysis to develop codes and themes that constitute the results of the research. Results of the study revealed that stigma associated with mental health nursing (MHN) is one of the main factors that keep students away from this specialty. Students expressed their fear and lack of a sense of safety within mental health facilities. The main stereotype as expressed by participants was that patients are violent and potentially aggressive. Other factors contributed to a negative view about MHN such as lack of positive role models, insufficient clinical training and the need for clinical supervision within mental health clinical placement. Few participants expressed an opposite opinion and were motivated to work in MHN but were not sure how to start this career. The gender issue appeared to be influencing perception of MHN since many considered MHN as a male job.
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Geanellos, Rene. "Explicating practice knowledge: A hermeneutic inquiry into adolescent mental health nursing." Thesis, Australian Catholic University, 1997. https://acuresearchbank.acu.edu.au/download/b0a1307ef18a8d9fdef6b5ff503ebd7a7a67dda1e5cf7684e8094ea562b6187f/130117356/64876_downloaded_stream_101.pdf.
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Through this hermeneutic study I sought to explicate the practice knowledge of nursing on residential adolescent mental health units. I did this by seeking to understand what nurse's and adolescent's stories of nursing, or being nursed, revealed about the knowledge informing practice within that context. Seven nurses and seven young people shared their experiences. Taped and written stories, and survey material, provided texts for analysis and interpretation. As stories centred around specific nurse-adolescent interactions they pointed to the knowledge informing practice within those encounters. Thus, practice knowledge was explicated through interpretation of the actual experiences of nurses and adolescents. Study findings were conceptualised as sub-elements, elements and a meta-element of practice knowledge. Ninety one ""sub-elements of practice knowledge"" were identified and defined. These subelements illustrate how nurses work with adolescents. The subelements were grouped into four ""elements of practice knowledge"" and defined. The elements are: (I) engaging in therapeutic relationships, (2) providing a therapeutic milieu, (3) guiding the potential for change, and (4) facilitating positive outcomes. These elements point to the reasons behind nursing actions. Through examination of the sub-elements and elements the ""meta-element of practice knowledge"" was developed and defined. The meta -element ""fostering a functional self' describes the aim and outcomes of adolescent mental health nursing practice by noting the way nurses foster the adolescent's reintegration and wellness. A paucity of adolescent mental health nursing research has resulted in the knowledge informing practice within the specialty remaining virtually unknown.;The study findings are thus salient as they: (l) reveal the practice knowledge of adolescent mental health nursing, (2) identify theories used in practice, (3) provide a basis for theory testing research, (4) assist nurse education by noting the how, what and why of practice and the therapeutic outcomes from the use of practice knowledge, and (5) attest to the contribution adolescent mental health nurses make to adolescents, families and society.
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Cooper, Carol. "Problem-based learning and mental health nursing : a constructivist grounded theory." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4780/.
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This thesis explores the experiences of a group of newly qualified Mental Health Nurses (NQN) who were educated using a new Problem-based Learning (PBL) curriculum. It begins by outlining the literature and other drivers that shaped the design and delivery of this programme. Drawing on an initial evaluation of the programme together with a consideration of the literature a number of foreshadowed questions were identified that informed the constructivist grounded theory approach that the study adopted. Data were collected from former students and their supervisors using telephone interviews and analysed using constant comparison. The resultant theory describes a temporal model of the students’ experiences and identifies three basic processes that shaped their learning. These were: Struggling; Resolving; Performing. The findings support the use of PBL in developing the necessary skills and knowledge needed for Mental Health Nurses. The quality of the theory is appraised using relevant criteria. The thesis concludes by comparing the theory with the literature and considers the implications of the study for education and future research.
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Machin, Tony. "Establishing professional role congruity within the discipline of mental health nursing." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/32569/.
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Over the period of the last century in the United Kingdom mental health nursing roles have evolved and adapted in response to changes in mental health related policy and associated changes in the ethos, structure and delivery of mental health services. The conceptual framework informing this thesis drew upon the theoretical perspective of symbolic interactionism underpinning a qualitative, grounded theory approach augmented with the use of situational analysis to explore the processes involved in the development and maintenance of professional role congruity. 'Role congruity' is defined as a functional balance between aspects of role adequacy, role legitimacy and role support. Nine student and ten registered mental health nurses were depth interviewed between 2012 and 2016. Analysis of data was conducted using grounded theory data analysis approaches, with the research context incorporated into analysis using the mapping processes of situational analysis. This analysis yielded the formulation of a grounded theory model entitled 'Establishing Role Congruity', capturing the processes involved in developing and maintaining professional role congruity for this group of mental health nurses. Situational analysis enriched this model by contextualising the captured processes within 'social worlds' and discourses evident within the mental health practice arena. On the basis of this analysis, a conceptual model of 'Role Congruity Alignment' is proposed together with recommendations for contemporary and future mental health nursing roles with regard to the balance between 'generic/eclectic' functions and roles specialising in terms of service user groups and/or therapeutic interventions. Attendant implications for the initial education and subsequent continuing professional development of mental health nurses are summarised.
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McClure, Mekeesha. "Use of Tai Chi to Treat Mental Health Disorders in Veterans." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4232.
Full textAbstract:
Clinicians have a challenge of discovering and implementing new ways to address their patients' health concerns. Some healthcare needs are not completely managed with pharmacotherapy and invasive procedures alone. Military veterans compose a special group due to multiple needs related to physical and emotional symptoms resulting from exposure to trauma. This project explored the benefits of a Tai Chi recreational therapy program. The goal of this trial was to examine gentle movement routines of Tai Chi for emotional benefits for veterans. The literature review provided insight from current evidence into the probable outcome of including alternative medicine options into regular practice for veterans coping with mental health illness. Veterans can find Tai Chi effective for self-management of anxiety, simple strength building and positive social interactions. With better management of mood symptoms from the practice of Tai Chi, pharmacotherapy use may be reduced. The Kirkpatrick model was used to evaluate the effectiveness of training. Although a small sample (n = 9), the results from patients via open ended questionnaire about their Tai Chi experience confirmed its benefit for better management of anxiety symptoms, as well as increased stamina and reduced back pain. Tai Chi has the potential to offer an independent method for managing various symptoms. Complementary alternative medicine such as Tai Chi should be seriously encouraged for self-management of various emotional and physical symptoms. Tai Chi practice incorporated into treatment plans contribute to social change by reducing medicinal use, symptoms exacerbation and financial cost for treating symptoms.
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Arotimi, Margaret. "Prevention and Management of Aggression and Violence in Mental Health Settings." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6877.
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Aggression and violence in healthcare settings can lead to severe psychological, physical, and economic consequences for the victims, institutions, and society in general. Empirical evidence indicated that patient-initiated physical and verbal aggression is a longstanding problem affecting nurses working in psychiatric hospital settings. At the project site, approximately 88% of the staff members reported having been assaulted by mental health patients in the admission units at some point in the provision of care between 2015 and 2017. The purpose of this project was to develop an educational program for nurses at the site to use as preventive strategies in managing aggression rather than relying solely on seclusion, medication, and restraints. The theoretical framework that guided the development of evidence-based practice was program theory and theory of change analysis. The practice-focused question examined the extent to which a revamped educational program would improve the knowledge of the nursing staff at the project site. The education was presented using an electronic format and completed by 91 staff members. The paired t test showed a difference of 102.34 points from pretest to posttest with a p value of .000. Results of the Wilcoxon Signed Ranks Test (z=-8.288, p=.000) were also significant. Positive social change might occur in psychiatric hospital settings by empowering and increasing the knowledge of the nursing staff to create a safe working environment and improve the care provided to the patients.
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Nguh, Florence. "A Practice Guideline for Triaging Mental Health Patients in the Emergency Setting." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7946.
Full textAbstract:
Today's emergency departments (EDs) are challenged with increasing numbers of patients with behavioral health (BH) issues and associated management problems. Patients presenting in the ED are increasingly in need of BH services due to a lack of available services in the community. The implication is that ED staff are faced with conducting a comprehensive review of their systems and processes for BH care delivery to ensure that the needs of this population are safely met. Specifically, this DNP project addressed the lack of evidence-based screening tools for the ED triage area for patients with BH issues. The purpose was to develop a clinical practice guideline targeting an improved triage process for providers with BH patients in the ED setting. Using a modified Delphi technique and the AGREE II model, an expert panel comprised of ED leadership was convened to (a) identify challenges; (b) review a clinical practice guideline that addressed the identified challenges; and (c) approve the implementation of the clinical practice guideline, which included an evidence-based BH screening tool that identified BH needs and expedites the appropriate process of care. Key findings included two 2 components: the expert panel agreed to full implementation of the BH screening tool including the use of the accompanying software, after an in-depth educational process is completed for the ED staff. Potential implications for positive social change include the ability to readily and effectively screen BH patients and provide them with proper BH care while reducing the overall wait time and improving the patient's ED care experience.
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Teatheredge, Julie. "The shifting perceptions of mentoring in mental health nursing : from student nurse to nurse and mentor : an inquiry into the transitional perceptions of mentoring in mental health nursing." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/324042/.
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A mentor is a qualified mental health practitioner, namely in this instance a nurse who facilitates guides and supervises the learning experience and assesses the student’s competences in practice. This longitudinal study examines the perceptions of mentorship in clinical practice from nurses, as they move from students to recognised professionals with authority to advise and assess students’ competence in practice. This ethically approved study mainly uses qualitative methods. Initially it involved interviewing eight completing mental health nursing students, and 270 mainly qualitative questionnaires were sent to qualified mental health nurse mentors in clinical practice. The final data collection of the study involved interviewing six qualified nurses/mentors who were originally the students in this study. Existential phenomenology was a valuable means of interpreting the perceptions of both the students, qualified nurses and the mentors. This ontological perspective explores the consciousness of the self, operating within a collective consciousness of their world. The data analysis initially followed Van Manen’s holistic approach; then extracting essences, identifying themes and then synthesizing essences. This was then followed by an existential processing of the data from the first and second interviews. The results reveal that the students believe that mentoring is an absolute necessity for their practical training; but the mentoring experience is precarious due to the numerous barriers. The results also highlighted incidences where students who experience ineffective mentoring are inspired to become much more effective at mentoring, because they do not want their students to experience the poor mentoring they had received. The participants in this study said students who are not competent are still passing practice, and the craft of mental health caring is not taught to an appropriate standard. However, learning from the experience of the transitional process was also revealed, and how the development of the self affected the perception of mentoring.
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Teatheredge, Julie. "The shifting perceptions of mentoring in mental health nursing: From student nurse to nurse and mentor, an inquiry into the transitional perceptions of mentoring in mental health nursing." Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/324042/1/Teatheredge_PhD_thesis.pdf.
Full textAbstract:
A mentor is a qualified mental health practitioner, namely in this instance a nurse
who facilitates guides and supervises the learning experience and assesses the
student’s competences in practice.
This longitudinal study examines the perceptions of mentorship in clinical
practice from nurses, as they move from students to recognised professionals
with authority to advise and assess students’ competence in practice.
This ethically approved study mainly uses qualitative methods. Initially it involved
interviewing eight completing mental health nursing students, and 270 mainly
qualitative questionnaires were sent to qualified mental health nurse mentors in
clinical practice. The final data collection of the study involved interviewing six
qualified nurses/mentors who were originally the students in this study.
Existential phenomenology was a valuable means of interpreting the perceptions
of both the students, qualified nurses and the mentors. This ontological
perspective explores the consciousness of the self, operating within a collective
consciousness of their world. The data analysis initially followed Van Manen’s
holistic approach; then extracting essences, identifying themes and then
synthesizing essences. This was then followed by an existential processing of
the data from the first and second interviews.
The results reveal that the students believe that mentoring is an absolute
necessity for their practical training; but the mentoring experience is precarious
due to the numerous barriers. The results also highlighted incidences where
students who experience ineffective mentoring are inspired to become much
more effective at mentoring, because they do not want their students to
experience the poor mentoring they had received. The participants in this study
said students who are not competent are still passing practice, and the craft of
mental health caring is not taught to an appropriate standard. However, learning
from the experience of the transitional process was also revealed, and how the
development of the self affected the perception of mentoring.
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Ward, Susanna Mary. "Exploring how long shifts impact upon nursing in inpatient mental health settings." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/22133/.
Full textAbstract:
Background: Research into the effect of working long shifts in mental health care had not been carried out before. Research into long shifts in other settings had mixed findings regarding fatigue and job satisfaction for nursing staff and quality of care for patients; evidence indicated that safety is reduced when long shifts are used. Aim: This research explored the experience of nurses, student nurses and support workers working long shifts in mental health settings and the factors they perceived influenced their wellbeing and patient care when working long shifts. Method: Semi-structured interviews were carried out with 17 nursing staff who worked in inpatient mental health settings. Nursing staff were recruited through social media. Under a pragmatic paradigm framework analysis was used to explore the data. Results: Five categories emerged: ‘being present and being absent’; ‘using up personal resources’; ‘getting rest and why it can be difficult’; ‘being part of a team’ and ‘getting the most out of time off’. Conclusion: The duration of emotional labour and restricted time to recover between long shifts created high levels of job demand, impacting nursing staff and patients. Job demand was buffered by job control factors, such as sufficient: breaks, handover, staff mix and regular shift pattern. Social support buffered job demand with cohesive teams providing practical and emotional support for nursing staff working long shifts.
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Parkes, J. "The safety and effectiveness of interventions for aggression in mental health nursing." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/f7b88b70-44a9-8c21-e94f-2a5688fbddf4/1.
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This document presents five published journal articles all of which investigate the safety and effectiveness of interventions for aggression in mental health nursing. Early work focuses upon studies of the safety and effectiveness of interventions in the clinical setting. In the first article the research project examined the safety and effectiveness of a course of training in ‗control and restraint‘ (C&R) at a medium secure mental health unit. Mixed findings are reported, with some aspects of the study showing an increase in injuries whilst the overall outcome showed no significant change. The second article reports the pattern of incidents, and staff interventions, over a three year period in a different medium secure unit. A low threshold of reporting was encouraged and substantial numbers of incidents are described. Later work narrows the focus of the study onto a specific area of the safety of physical interventions for aggression: sudden death related to restraint. A published review of the literature on ‗positional asphyxia‘ is presented, discussing the key literature and developing the concept of ‗positional asphyxia.‘ Two research publications are also presented. In the first article the effect of body position on the rate of recovery from exercise is studied using pulse oximetry as a proxy measure of respiration. Equivocal results are reported. The second study shows a development of the methodology, following a similar design but using computer assisted pneumotachography to provide direct measurement of lung function. A clear pattern is demonstrated showing significant changes in lung function in prone restraint positions where the participant is flexed and/or body weight is applied. 4 The development of the concept of positional asphyxia and the contribution of the articles, academic and professional, is discussed. It is suggested that positional asphyxia should be viewed as one factor in a multi-factorial model of risk. The body of work is presented as having clear implications for practice. Early work examining the pattern of incidents in clinical settings has relevance to staff training, particularly in terms of a clearer understanding of the potential risks which need to be addressed by training. Later work has considerable implication for both policy and training by identifying those restraint positions which present less risk to the restrained person. Directions for future research are discussed.
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Hargan, Janine M. "Mental ill health in nursing and midwifery education : a critical discourse analysis." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/15925.
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Students diagnosed with long-term mental health conditions have been the focus of policy development for over a decade. Student mental health is on the increase and universities are legally obliged to make reasonable adjustments for disabled students. Therefore it is crucial that nursing and midwifery education provides an inclusive learning environment, while maintaining fitness to practice standards. The focus of this study was to explore how discourses of mental health, reasonable adjustments and fitness standards influence nursing and midwifery education for students with a mental health condition. Principles of Wodak’s (2001) critical discourse analysis approach, which gives prominence to dominant discourses, their justifications and persuasive nature was utilised. Ten key written texts and 23 semi-structured interviews with students, lecturers and clinical mentors were conducted to acquire the constructions of mental health, reasonable adjustments and fitness requirements. The findings show that the dominant discourses attributed to students experiencing mental ill health were around medicine, difference and blame, all of which reinforced mental health stigma. In addition, mental health discourses within both verbal and written texts were not underpinned by disability discourses, allowing the exclusion of students who disclose mental ill health from accessing reasonable adjustments. In conclusion, students considered to have a mental health label faced discriminatory barriers and legislative and regulatory requirements of equality were not implemented.
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Chatterton, Claire S. "'The weakest link in the chain of nursing'? Recruitment and retention in mental health nursing 1948-1968." Thesis, University of Salford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492422.
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This thesis examines recruitment and retention in mental health nursing in England between 1948 and 1968. Its first objective is to explore the explanations hat were given for the severe shortage of mental nurses that occurred in this period. The study will look at the official views on this topic, such as those of politicians, civil servants, senior nurses, psychiatrists, union leaders and administrators. It will also discuss the views of mental nurses themselves as to why this occurred. The second objective is to analyse the strategies that were adopted in an attempt to improve both recruitment and retention in this period.
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Gray, Aloma. "Oncology| Improving Nursing Competency and Skill." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731288.
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Patients diagnosed with cancer often require interventions for the accompanying mental health distress of their diagnosis; patients’ mental distress can lead to hopelessness and noncompliance. Improvements for assessment and interventions are needed. This project provides recommendations for improving oncological nursing knowledge by implementing competencies for nurses through educational modules, focusing on nursing approach, confidence, and interventions necessary for understanding methods of treatment and the measurement of distress in oncology and oncological treatment. Using established standards and competencies will improve knowledge and skill in inpatient settings. Current established nursing standards from the American Nursing Association, Institute Of Medicine/National Comprehensive Cancer Network, C-Change, and Public Mental Health Essentials were explored in order to identify gaps and create a list of recommended competencies for oncology nursing. Six associated adaptable educational modules were developed based on the adult education framework of Knowles, and participant training entailed proper use and comprehension of the Distress Thermometer for measurement of distress. The C-Change observation displayed participant (n = 102) results of approximately 119% improvement, which was observed in knowledge, communication, and confidence. Participants used the resources to reduce distress levels by initiating the selected established interventions for management, all of which was made evident in patient self-reported outcomes, using resources from published, established, standardized competencies. Having such training will allow for improved care for patients with cancer, thus having an influence on positive social change.
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Wagoro, Miriam Carole Atieno. "A grounded theory of the Kenya human interaction model for mental health nursing practice." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22901.
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Background: Although mental disorders is of great public health concern among Kenyan populations, mental health services remain poor. Some of the reasons attributed to delivery of poor mental health services are unfavourable work environment and lack of policy guidelines including a conceptual model of nursing.Quality of mental health nursing care significantly impacts on general mental health services in Kenya since they are predominantly provided by nurses. Lack of a model to guide care and improve mental health services created the need to develop the Kenyan Human Interaction Model for mental health nursing practice. Purpose: The purpose of the study was to discover and develop a Kenyan model for mental health nursing guided by two research questions, namely: What are the views of Kenyan mental health nurses with regards to human being, environment, mental health nursing and mental health: What is the appropriate model for mental health nursing practice in Kenya? Methodology: Straussian Grounded Theory method was used in the study. Data were collected for 6 months through in-depth interviews with 33 registered mental health nurses selected by open, purposive and theoretical sampling methods. Inductive and deductive data analysis of the nurses' description of their views and recommendations on the nursing metaparadigms were done Findings: A substantive theory of the Kenyan Human Interaction Model for mental health nursing practice was developed .The four metaparadigm concepts of the discovered theory are: 1. Human being as a unique biopsychosocio-spiritual being and causal condition 2. Environment consisting of homely and hostile dimensions 3. Mental health nursing as a holistic care founded on human interaction 4. Mental health (consequence of holistic care) with optimum and illness dimensions. Mental health nursing was discovered as the central phenomena interacting with its causal, contexts and intervening conditions to determine the mental health dimension of the human being. The quality of mental health nursing determines the mental health dimensions and is influenced by the environment and nurses' characteristics as contexts and intervening conditions respectively. These interactions lead to consequences discovered as optimum mental health. The Kenya Human Interaction Model for mental health nursing practice is customized to the Kenyan situation and contributes knowledge which is relevant to mental health nursing practitioners, students, educators and administrators.
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Hastings, Todd. "Nursing student attitudes toward mental illness| A quantitative quasi-experimental study." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736711.
Full textAbstract:
Nursing students often harbor negative stereotypes and feel unknowledgeable and unprepared to work with mentally ill people. In addition, nursing students rarely choose the psychiatric specialty as a career option. A quantitative quasi-experimental study was conducted to examine nursing student feelings about engaging those with behavioral health problems. Over 300 nursing students in eight Bachelor of Science in Nursing professional nursing programs were surveyed on the first and last day of their program’s psychiatric mental health nursing course (the independent variable). A valid and reliable survey instrument was used to collect nursing student responses characterizing attitudes, impressions of knowledge and preparedness, and career interests relative to psychiatric nursing. This work was supported by the theoretical tenants of Labeling Theory, Benner’s Model, and Peplau’s Theory on Interpersonal Relations. Statistical Package for Social Sciences software was used for exploration of the data. Data examination included descriptive analysis and paired t tests of four component subscales identified by the survey tool authors which were associated with the research questions and research hypotheses in this study. The results indicated nursing students manifest negative attitudes and a moderate sense of knowledge of and preparedness for interacting with the mentally ill. In addition, nursing students had a low interest in behavioral health as a career path. However, significant improvements in all of these factors except the latter were observed at the end of the psychiatric mental health nursing course. Nurse educators may use the information generated from this project to modify psychiatric nursing courses for fostering improvement in student feelings about the mental health specialty.
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Keith, Rosalind R. "Initiating Nicotine Cessation in a Community Mental Health Center." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2128.
Full textAbstract:
Individuals suffering from mental illness are often adversely affected by tobacco use. Historically, clinicians are reluctant and inadequately prepared to recognize and treat comorbid nicotine addiction in the chronic mentally ill (CMI) client. As evidenced by a review of the literature, healthcare providers are missing opportunities for nicotine cessation treatment. There is a lack of educational preparation amongst clinicians to treat nicotine addition and a concern that treatment of nicotine addiction can negatively impact existing psychiatric disorders. The purpose of this project was to create an educational plan for nicotine cessation for CMI clients at a community health center. The conceptual framework to guide this project is premised on Lewin's Change Theory and the Logic Model. Nine clinicians, specializing in mental health, reviewed the developing education program at three distinct times and responded to a 12-item author-developed questionnaire to determine their understanding of nicotine cessation and their willingness to initiate the nicotine cessation program. A review of the questionnaire responses indicates the clinicians agreed nicotine abuse is a problem for the CMI client, they had not received adequate training on nicotine cessation, and they would be comfortable incorporating the nicotine cessation education program in their practice. The findings were presented to key organization stakeholders at the community mental health center. Social change will result with implementation of the education program empowering clinicians, in this mental health center, to gain the knowledge to effectively diagnose and intervene when clients present with comorbid nicotine addiction and mental health conditions.
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Merchant, Nida. "Mental health risks among the adult male homosexual population." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1115.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Nursing
Nursing
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Aflague, John M. "Suicide assessment by psychiatric-mental health nurses : a phenomenographic study /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3135890.
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Purewal, Ranju. "Mental ill health in adult refugees : A literature study." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-348464.
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Background: Today, there are over 65 million refugees exist worldwide and arrival of the refugees has increased rapidly in Sweden as well. Refugees and asylum seekers may be more susceptible to mental disorders because of the traumatic events they encounter prior to immigration and adverse circumstances in the new country. Aim: A literature study was aimed at exploring different kind of mental ill health among immigrant refugees and the factors that affect their psychological ill health. Further aim of this study was also to find association between mental disorders observed in refugees and the factors responsible for them. Method: Systematic literature study has chosen to provide an overall summary of the existing researches within the subject. A systematic search for relevant literature in PubMed and CINAHL was performed and it was limited to original research articles published between 1st January 2008 and 31st December 2017. Data was extracted from 11 scientific quantitative articles. All the articles were reviewed for quality according to Forsberg & Wengström’s review template. Results: Depression, post-traumatic stress disorder (PTSD), anxiety and somatization are common diagnoses among refugees. Many refugees experienced traumatic events in their home country and during escape. Unfavorable conditions like violence, murder, lack of food, shelter and money affect their mental health negatively. Landing in new country can be expressed in joy, but it did not stay for a long time with upcoming resettlement difficulties such as communication problems, discrimination, unemployment, separation from family and culture. Conclusion: Depression and PTSD were most common among refugees. Unemployment and language difficulties were the main reasons for their miserable mental health. There was an association between mental disorders and the factors like trauma in the home country and on the way to new destination as well as adoption difficulties in a new country.
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Hemphill, Jean Croce. "Mental Health [Review of Chapter 16 for the Book Medical Terminology Made Incredibly Easy]." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/7563.
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Soares, Marcos Hirata. "Avaliação das propriedades psicométricas do instrumento \"Nursing Students\' Attitudes Toward Mental Health Nursing and Consumers\" para o Brasil." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-23112015-185944/.
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Muito embora os resultados de muitos estudos qualitativos brasileiros sobre o processo de aprendizagem em saúde mental tenham agregado conhecimento, outros são necessários utilizando métodos de estudo menos subjetivos e menos sujeitos aos vieses implícitos no processo de formação acadêmica. Este estudo visa avaliar as propriedades psicométricas do instrumento\"Nursing Students\' Attitudes Toward Mental Health Nursing and Consumers\" para uso entre graduandos de Enfermagem no Brasil. Trata-se de um estudo metodológico de um instrumento de medida de construto subjetivo, oriundo da Austrália, o qual foi adaptado culturalmente ao contexto brasileiro para avaliação de suas propriedades, por meio da metodologia padronizada de adaptação cultural de instrumentos psicométricos, análise fatorial exploratória e confirmatória, pelo pacote estatístico Statistical Package for The Social Sciences (SPSS), v.21 e AMOS/SPSS, v.22, respectivamente. Foi aplicado o instrumento original e os domínios Autoritarismo e Visão Minoritária do instrumento ODM, já validado para a realidade brasileira. A coleta de dados foi realizada em 5 cursos de graduação em Enfermagem de 5 instituições públicas de ensino localizadas no interior e capital paulista e paranaense, dentre os anos de 2013 e 2014, totalizando 365 sujeitos. Os sujeitos foram distribuídos em 91,3% do sexo feminino e 8,7% do sexo masculino e sua faixa etária variou de 18 a 58 anos, com uma média(M) de 21,9 anos e um desvio-padrão (dp) de 3,88 anos, a carga horária teórica de aulas variou de 36 a 71 horas/aula, M=52 hs; dp=13,64 e a carga horária prática, variou de 76 a 100 horas/aula, M=91 e dp=5,22. O intervalo de tempo de aplicação inicial e final do instrumento variou em função do cronograma e carga horária de aulas de cada Instituição de Ensino Superior, oscilando entre 29 e 136 dias, M=77,63, dp=39,64. A análise fatorial exploratória resultou numa versão pré-final de 23 itens, com um coeficiente Alfa de Cronbach entre 0,71 a 0,95. Durante a realização da análise fatorial exploratória, doze itens foram retirados, devido a baixa comunalidade e/ou consistência interna. Esta versão não foi considerada válida pelo método de validação convergente e devido às grandes alterações em sua estrutura, não pôde ser considerada a versão validada do instrumento original. Esta versão pré-final foi submetida à modelagem de equações estruturais, resultando na apresentação de um modelo teórico composto por 22 itens distribuídos em 5 domínios, sendo que dois domínios permaneceram idênticos aos originais, um foi modificado e outros dois novos foram acrescentados, tendo sido validados pelo método estatístico usado e com confiabilidade aceitável (Alfa de Cronbach de 0,72 a 0,95). Embora o instrumento original não tenha sido validado no Brasil, acredita-se que o presente estudo contribuiu para a pesquisa e o ensino de Enfermagem em Saúde Mental, por apresentar um instrumento de avaliação da aprendizagem em saúde mental baseado no instrumento original, assim como por apresentar um modelo teórico explicativo para o processo de aprendizagem e da atitude do estudante na área de saúde mentalAlthough the results of many Brazilians qualitative studies on the learning process in mental health have added knowledge, others are needed using less subjective methods of study and less subject to bias implicit in the academic process. This study aims to evaluate the psychometric properties of the instrument \"Nursing Students\' Attitudes Toward Mental Health Nursing and Consumers\" for use among undergraduate nursing students in Brazil. This is a methodological study of a subjective construct measuring instrument, originally from Australia, which was culturally adapted to the Brazilian context for evaluating its properties through the standardized methodology of cultural adaptation of psychometric instruments, Exploratory and Confirmatory Factor Analysis, by the Statistical Package for The Social Sciences (SPSS) v.21 and AMOS / SPSS, v.22, respectively. The original instrument and Authoritarianism and Minority View fields of the instrument OMI, already validated for the Brazilian reality was applied. Data collection was performed in 5 undergraduate courses in Nursing at public higher education institutions located within and São Paulo and Parana States, from the years 2013 and 2014, totaling 365 subjects. The subjects were divided into 91.3% of females and 8.7% males and their ages ranged from 18 to 58 years, with a mean (M) 21.9 years and a standard deviation ( sd) of 3.88 years, the theoretical component of classes ranged 36-71 hours / class, M = 52 hours; SD = 13.64 and the clinical practice, ranged 76-100 hours / class, M = 91 and SD = 5.22. The initial application time interval and end of the instrument varied depending on the schedule and hours of classes of each higher education institution, ranging between 29 and 136 days, M = 77.63, SD = 39.64. Exploratory factor analysis resulted in a pre-final version of 23 items, with a Cronbach alpha coefficient of between 0.71 to 0.95. While performing the exploratory factor analysis, twelve items were removed due to low commonality and / or internal consistency. This version was not considered valid for convergent validation method and due to major changes in its structure, could not be considered a validated version of the original instrument. This pre-final version was submitted to structural equation modeling, resulting in the presentation of a theoretical model composed of 22 items distributed in five areas, with two areas remained identical to the original one has been modified and two new ones were added, having been validated by the statistical method used and with acceptable reliability (Cronbach\'s alpha 0.72 to 0.95). Although the original instrument has not been validated in Brazil, it is believed that this study contributed to the research and Mental Health Nursing teaching, to present an assessment instrument of mental health learning based on the original instrument, as well as to present an explanatory theoretical model for the process of learning and the student\'s attitude in the mental health area
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Semino, Semira 1964. "Integrating the experience of institutionalization: Subjective perceptions of nursing home residents." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291764.
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The purpose of this exploratory study, using grounded theory methodology, was to investigate the impact of institutionalization on the elderly nursing home resident's sense of connectedness with valued attachments. The five female subjects who participated in the study ranged in age from 76 to 92 years. Their lengths of stay at the facility ranged from two months to three years and six months. Data collection and analysis involved interviewing the subjects and comparing and contrasting their responses. This resulted in the identification of a core process labeled Integrating the Experience of Institutionalization. This core process incorporated the subjects' cognitive appraisal of conditions and contingencies related to their past and present lives and involved coping strategies and consequences. The findings of this study were viewed from a developmental perspective in light of the universal need of the elderly individual for integration. This study has implications for nursing research, education and practice.
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Rice, Judy A. "Pediatric Behavioral Health Disorders." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7610.
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Edwards, Keith. "A study of pre-registration nursing students and users of mental health services." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366161.
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Deacon, Maureen. "'I can't get a thing done' : an ethnography of acute mental health nursing." Thesis, Manchester Metropolitan University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399661.
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Hust, Carmen. "Recovering Not Condemned: The Lived Experience of Baccalaureate Nursing Students with Mental Health Concerns." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36945.
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Mental illness affects one in five Canadians and this number is higher among post-secondary students (Canadian Mental Health Association, 2012). Over the last three decades, studies have sought to determine how many students have mental health concerns in hope of substantiating the need for more support and funding for mental health services on campus. Knowledge gained from these studies is often seeped in a bio-medical perspective of mental health and illness, where the students’ mental health concerns are problematized and the target of psy interventions. What is lacking is an understanding of the university students’ lived experience, a person-centered understanding that sheds light on what supports or threatens students’ mental well-being while illuminating the socio, political and economic realities that may be at play in the lived experience of students with mental health concerns. This research project has addressed this gap by using interpretative phenomenological analysis to explore the lived experience of baccalaureate nursing students in the university and critically appraise their understanding of their lived experience. This research concludes that the rising rates of mental health concerns are the distillate of the psy complex and the by-product of student stress within the university and not merely a problem inherent to a student as the psy complex purports. This new knowledge may serve as a foundation for, meaningful mental health services on campus and, the development of nursing curricula that is sensitive to the lived experience of nursing students with mental health concerns, one that fosters mental well-being and recovery.
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Basson, Marina. "Professional nurses’ attitudes and perceptions towards the mentally ill in an associated psychiatric hospital." Thesis, University of Western Cape, 2012. http://hdl.handle.net/11394/3302.
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Magister Curationis - MCurProfessional nurses, with additional training in mental health, report attitudes and perceptions of mental health nursing that are more positive, whilst those with less training report more negative attitudes and perceptions to mental health nursing. The primary aim of this research study was to describe the attitudes and perceptions of professional nurses towards the mentally ill in a psychiatric hospital in the Cape Metropole. The objectives of the study were: to explore the attitudes and perceptions of professional nurses towards the mentally ill; to identify common factors that influence the professional nurses’ attitudes and perceptions towards the mentally ill; to compare the attitudes and perceptions of professional nurses who have completed the Regulation 425, Regulation 808 and Regulation 212 training in mental health nursing towards the mentally ill. A quantitative, exploratory, descriptive design was employed and cross-sectional survey was carried out. Participants comprised all permanent professional nurses (n=60) at a governmental Associated Psychiatric Hospital in the Cape Metropole. Participants completed a demographic questionnaire and two self-report questionnaires, measuring attitudes to and perceptions of mental health problems. Nurses with a diploma report significantly higher role competency than those nurses with a degree. The ethnicity of nurses played a role in the stereotyping of the mentally ill. No significant differences were evident between those professional nurses who had completed the advanced mental health course and those whom had not. However, the combined effects of learning the appropriate course and experience in the practical field of the mentally ill are necessary for the task of impacting positively on the attitudes of the nurses towards the mentally ill.