Psychiatric Clinical Placement Upon Nursing Students Perceived Knowledge in Caring for Mentally Ill

Background: The implementation of a psychiatric clinical placement has been an integral component in Indonesia Nursing Academies. Purpose: The research was to investigate how nursing students\u27 perceived knowledge in caring for mentally ill patients as a result of their psychiatric clinical placement. Method: A descriptive survey design commonly called non-experimental design was used in this research. Students, who had completed two weeks in a psychiatric clinical placement as a component of mental health nursing subject, were invited to participate. Then, a questionnaire was distributed to nursing students (N=40), giving an overall responses rate of 85 %. Result: The finding revealed that as a result of clinical placement, the majority of nursing students had better perceived knowledge regarding the concept of mental health and mental illness, nursing care plan, medication and providing education towards patient and people in community about mental health. Conclusion: The findings provide evidence for the benefits of such a clinical placement in relation to students\u27 perceived knowledge in caring for psychiatric patients

What makes a quality therapeutic relationship in psychiatric/mental health nursing: A review of the research literature

Although a therapeutic relationship is essential to psychiatric/mental health nursing practice, its use is problematic because the nursing attributes contributing to a therapeutic relationship are elusive. A review of the literature in the field of psychiatric/mental health nursing was conducted to conceptualize constructs contributing to the development of a therapeutic relationship in advanced practice psychiatric/mental health nursing. A typology of nine general attributes were identified which have practical implications for psychiatric/mental health nursing education and practice. Recommendations include the application of a typology of constructs upon which psychiatric/mental health nurse curricula, in-service education, and reflective practice can be based

The Competencies, Roles and Scope of Practice of Advanced Psychiatric Nursing in Indonesia

The graduate advanced psychiatric nursing (psychiatric nursing specialist) from master degree in Indonesia are about 70 nurses, 67 nurses were graduated from University of Indonesia. They are working at mental health services and educational setting around Indonesia and yet seem not ready to perform some specific advanced competencies in clinical area. The mastery on mental health assessment, neurochemical perspectives, medical management and psychotherapy have not yet performed by the psychiatric nurse specialist in the clinical area or community.To have those competencies and its performances, therefore the curriculum in a psychiatric nursing graduate program must include advanced courses in physiopsychology, psychopathology, advanced psychopharmacology, neurobehavioral science, advanced mental health assessment, and advanced treatment interventions such as psychotherapy and prescription and management of psychotropic medications as their core and major courses in the curriculum. Those courses should be performed in their clinical practice courses or other related learning experiences. When those qualifications are met, then they are competent to be called advanced psychiatric nurse.As advanced practice registered nurses, the advanced psychiatric nurses should be able to demonstrate their direct expertise and roles in advanced mental health assessment, diagnostic evaluation, psychopharmacology management, psychotherapy with individuals, group and families, case management, millieu management, liason and counselling from prevention, promotion until psychiatric rehabilitation. Meanwhile the skill such as psycho-education, teaching, unit management, research and staff development can be added as their indirect roles

Advice to new graduates: Get (at least) one year of psychiatric/mental health nursing experience before working in medical-surgical settings

New graduates are often discouraged from working in psychiatric/mental health settings by “well-meaning” nurses and nursing faculty (especially non-psychiatric/mental health nurses and nursing faculty). Often these individuals advise new graduates that they should get at least one year of medical-surgical nursing experience before working in psychiatric/mental health nursing

Empathy toward Patients with Mental Illness among Baccalaureate Nursing Students: Impact of a Psychiatric Nursing and Mental Health Educational Experience

Empathy is an ability and skill that can be learned and developed through appropriate education and practice. While the importance of nurses' empathy is widely acknowledged, little is known about the impact of passing through the psychiatric nursing and mental health educational experience at the Faculty of Nursing, Alexandria University on students' level of empathy. This study aimed to assess the change in level of empathy toward patients with mental illness among baccalaureate nursing students before and after completing a psychiatric nursing and mental health educational experience. The study followed a cross-sectional exploratory research design. It was conducted on 204 students in the eighth semester of the academic year 2012-2013, who were enrolled in the course of psychiatric nursing and mental health. A Student's Socio-demographic Characteristics and Previous Experience with Mental Illness Questionnaire and Empathy toward the Mentally Ill Scale were used to collect data. The results indicated that all students significantly achieved high levels of empathy after the psychiatric nursing experience. It was concluded that passing through a psychiatric nursing and mental health educational experience can improve baccalaureate nursing students' empathy toward patients with mental illness. Recommendations included the need for further studies compare between students’ levels empathy toward people with mental illness before and after completing various psychiatric nursing educational experiences at different faculties of nursing.   Keywords: Empathy; Mental illness; Nursing students; Psychiatric nursing educational experience

Undergraduate Nursing Students’ Attitudes Toward Mental Health Nursing

Objectives: The purpose of this study was to describe undergraduate nursing students’ attitudes toward mental health nursing and how these attitudes influenced their professional career choices in mental health nursing. Design: A descriptive, online survey was utilized to examine students’ perceptions of mental health nursing. A total of 229 junior and senior nursing students were recruited from eight nursing colleges in Midwestern United States to participate in this survey. Results: Students of different ages, genders, ethnicities, and nursing programs did not report significantly different perceptions of: (a) knowledge of mental illness; (b) negative stereotypes; (c) interest in mental health nursing as a future career; and (d), and beliefs that psychiatric nurses provide a valuable contribution to consumers and the community. Negative stereotypes were significantly different between students who had mental health nursing preparation either in class (p = 0.0147) or in clinical practice (p = 0.0018) and students who had not. There were significant differences in anxiety about mental illness between students who had classes on mental health nursing (p = .0005), clinical experience (p = 0.0035), and work experience in the mental health field (p = 0.0012). Significant differences in an interest in a future career in mental health nursing emerged between students with and without prior mental health experience and between students with and without an interest in an externship program with p-values of 0.0012 and \u3c 0.0001, respectively. Conclusions: The more exposure that students have to mental health nursing through clinical experiences, theory classes, and previous work in the field, the more prepared they feel about caring for persons with mental health issues

Mental health nursing education

The purpose of this inquiry was to gain information on how mental health nursing is being taught in Wisconsin. Research has suggested that nursing students who are exposed to mental health clients demonstrate less bias, stereotyping and fear, and an increased knowledge and comfort level with mental health clients. The trend toward an integrated nursing curriculum reduced or eliminated the opportunity for nursing students to work with persons with a psychiatric diagnosis. This lack of contact may influence the number of nurses choosing mental health as a career, potentially decreasing the quality of care for this population. The literature also proposed that since psychiatric inpatient stays are getting shorter, nurses are exposed to clients with mental health disorders in a variety of settings; thus it is important for all nurses to have psychiatric nursing knowledge. A two-part mixed design survey was developed addressing mental health theory and clinical hours, clinical locations and application of mental health concepts in a separate or integrated nursing curriculum. Respondents were asked to share rationale for program type and concerns for teaching mental health nursing today. Surveys were addressed to Deans/designees of all 30 Collegiate Commission on Nursing Education and National League for Nursing accredited nursing schools in the state of Wisconsin. The response rate was 76%. Results indicated that the majority of students (integrated curriculum 100% and separate curriculum 64%) worked with a client with a psychiatric disorder whose primary reason for entering the healthcare system was not for mental health treatment. This exposure occurred in a variety of nonpsychiatric settings including hospital, outpatient and community clinical sites. The majority of respondents (73%) reported a separate mental health curriculum. Despite the diversity of opinion around how mental health nursing should be taught, the consensus of respondents indicated that mental health nursing is deemed of value in the nursing curriculum

Effects of Education and Exposure on Associative Stigma of Psychiatric Nursing in Junior Level Nursing Students

Stigma towards mental illness affects not only persons with mental illness but the psychiatric nursing professionals who care for them. Education and exposure may affect this associative stigma. The purpose of this study was to examine the effect of an eight­-week undergraduate mental health nursing rotation on associative stigma towards psychiatric/mental health nursing in students. The study was guided by attribution theory and used a non­experimental design and convenience sampling of undergraduate nursing students enrolled in the mental health nursing course. Associative stigma was measured utilizing the Psychiatric/Mental Health Clinical Placement Survey for First Day of Placement, (Hayman­White & Happell, 2005), modified for this study. Nursing specialty preferences were ranked with a ranking system (Halter, 2008). Data was collected before and after the mental health nursing rotation. Independent sample t-­tests were used to determine differences in preand posttest data. The study determined significant changes in two areas­­ preparedness for the mental health field and anxiety surrounding mental illness indicating students felt more prepared for mental health nursing but more anxious about mental illness. There were several areas that had no significant changes from pretest to posttest, indicating that this nursing course had no significant impact in these areas

Experience of Nursing Students in Mental Health Training in Kenya

Introduction: In Kenya, there are few psychiatric nurses available to provide mental health services. Few students pursue psychiatric nursing specialty.Objective: The aim of this study was to investigate the factors affecting psychiatric clinical experience of students of nursing during mental health nursing placement and its influence on the choice of psychiatric nursing specialty training.Methods: A descriptive cross sectional study was conducted with a sample size of 241 participants was carried out in 3 universities and 6 diploma training colleges in Kenya. Cluster and systematic random sampling was used to select the study participants. Statistical significance was set at p≤0.05.Results: Based on two-sided t-test, a significant relationship existed between value of mental health and willingness to pursue psychiatric nursing. Students who liked psychiatric nursing had a higher mean in the domain of value of mental health with a mean of 4.8 (95% CI= 4.7-4.9) unlike their counterparts with a mean of 4.5 (95% CI=4.4-4.6); p<0.0001. A significant relationship between the willingness to pursue mental health and preparation for mental health clinical placement existed. Students who had a valuable experience were willing to pursue mental health and they had a higher mean of 2.9 (95% CI = 2.9-3.0, p<0.0001).Conclusion: The findings from this study show that psychiatric experience of students influences the desire of a student to pursue the specialty. All people responsible with the training of students should ensure that the students have a pleasant psychiatric experience

Integrating a professional apprenticeship model with clinical simulation for psychiatric nursing students

In this article, we present a theory-based application of clinical simulation in psychiatric-mental health nursing education. As described by Benner, Sutphen, Leonard, and Day, a three-pronged apprenticeship that integrates intellectual, practical, and ethical aspects of the professional role is critical in the development of practical reasoning in nursing education and training. Clinical encounters are often fraught with ambiguity and uncertainty. Therefore, educating for a practice discipline requires experiential and situated learning. Using the three-pronged experiential model in simulated psychiatric-mental health nursing practice supports the development of critical nursing skills, ethics, and theoretical concepts. A clinical scenario is presented that demonstrates the application of this model of professional apprenticeship in psychiatric-mental health education. Applications of the concept presented may be used in training nurses new to the practice of psychiatric-mental health nursing