If you knew the end of a story would you still want to hear it?: Using research poems to listen to Aboriginal stories

This paper presents a poem created whilst conducting an inquiry into one of the endings of stories told of, and by, people living with mental illness: this story ending is grouped by a word (and social movement) widely known as Recovery in mental health care. Recovery, however, is not a word commonly used in the places where this Inquiry occurred. Nor is it a category of story ending often told about Australian Aboriginal people living with a diagnosis of chronic mental illness. This inquiry was, and is, thus focussed on how the current endings of stories that surround Australian Aboriginal peoples in mental health care are being/ were told and “heard”. This paper is an attempt to use poetry as a therapeutic and storytelling strategy to highlight the difference between hearing and listening, and how that difference relates t

What can we learn from citation metrics? Measuring nurse researchers in Australia and New Zealand

What can we learn from citation metrics? Measuring nurse researchers in Australia and New Zealan

Mental health content of Australian pre-registration nursing curricula : summary report and critical commentary

Background: Concerns have been expressed about inadequate mental health content in generic preregistration nursing curricula in Australia. These have led to claims new graduates are inadequately prepared to care for patients with mental health issues. The Mental Health Nurse Education Taskforce set up for the purpose of the project by the Australian Health Ministers’ Advisory Council, carried out a national exploration of mental health content in pre-registration nursing curricula in order to develop a framework for including mental health in future pre-registration courses. This paper summarises the Taskforce’s report, and presents a critical commentary on several aspects, of the Taskforce’s report. Methods: The project comprised a literature review, a national survey, national consultations, and advice from an Expert Reference Group. Results: The report sets out a framework, which included the core values underpinning learning and teaching, learning outcomes, learning and teaching principles, and benchmarks for inclusion of mental health content in curricula. It recommended that a national approach needed to be taken to accreditation of curricula. This, together with greater collaboration between universities and clinical agencies, and the adoption of innovative strategies to secure clinical places, will help ensure a consistent adoption of the framework in each state and territory

Mental health content of comprehensive pre-registration nursing curricula in Australia

In 2008 the final report of the Mental Health Nurse Education Taskforce (MHNET) was released. This paper presents the findings of the report’s survey into the mental health content of generic pre-registration nursing curricula in Australia. A questionnaire was sent to all nursing schools providing pre-registration curricula. Results indicate curricula contained a wide range of mental health theory and clinical hours. While the majority of universities incorporated most of the 20 key topics recommended by the MHNET in their courses, few addressed issues such as Indigenous mental health. There was considerable competition for placements between universities, and concern about the quality of some placements. Nurse academics with formal qualifications in mental health and specialist clinical mental health nurses were mainly involved in teaching theory. Specialist mental health clinicians and clinical educators were the key groups engaged in students’ clinical education, and preceptorship was the most common form of clinical supervision. Consumers and carers had limited involvement in the development or provision of mental health content of pre-registration curricula. Greater attention is needed to increasing the mental health content in pre-registration curricula. Furthermore, initiatives should be developed to increase access to clinical placements and reduce competition for places between universitie

Mental health nursing education in preregistration nursing curricula : a national report

The Australian Mental Health Nurse Education Taskforce conducted a national examination of mental health content of preregistration nursing curricula in order to develop a framework for including mental health in future curricula. This paper presents the qualitative findings from national consultations about the framework. Content analysis of data was undertaken, and the findings show four key themes. First, the mental health content of curricula should be increased; second, overall mental health nursing leadership should be strengthened; third, mental health consumer participation should be increased in all aspects of curricula; and finally, a repository should be established for mental health teaching resources

An educational program for mental health nurses and community health workers from Pacific island countries: Results from a pilot study

Delivery of mental health care relies upon professionals with the latest evidence upon which to base their care. This research reports on a pre-test/post-test evaluation of a four-week education program delivered to Pacific Island participants (n = 18) to enhance knowledge, skills, and attitudes (KSAs). The education program used a combination of formal lectures, tutorials, clinical visits, simulations, and laboratory sessions. The measure used was the Nurse Self Report (NSR) questionnaire. Results indicate an education intervention can be an effective tool for improving the knowledge, skills, and attitudes of Pacific Island people who care for persons experiencing mental health problems. © 2014 Informa Healthcare USA, Inc

Culture Makes You Stronger' Aboriginal women's voices from the South Coast of NSW

This paper will describe a community based research project examining the health and wellbeing of a sample of Aboriginal women in Australia, and present preliminary findings of a community needs analysis. The Shoalhaven Koori Women’s Study (SKWS) is being led by an Aboriginal woman based within Waminda, an Aboriginal women’s community controlled service located on the South Coast of NSW. The community needs analysis is the first stage of the SKWS, and aims to explore Aboriginal women’s perceptions and experiences of wellness and wellbeing, including issues related to their personal strengths, health and social priorities, support needs and that of their families. Thirty Aboriginal women were interviewed using a survey that included closed and open ended questions. Methods used to administer the survey included yarning and Dadirri (deep listening), two valid and culturally safe approaches for data collection with Aboriginal people. Adopting these approaches ensured Aboriginal protocols were maintained and upheld throughout the research process. This enabled scientific rigour while also ensuring activities were culturally safe. Key findings of the survey will be presented, and how Waminda is modifying service delivery to better respond to the health and social priorities of Aboriginal women in the Shoalhaven region will be discussed. Community feedback of survey results will occur to validate the analysis from the community perspectiv

Survey of antipsychotic medication curriculum content in Australian university nursing programmes

Antipsychotic medication has long been one of the first-line interventions for people with serious mental illness, with outcomes including reductions in symptoms and relapse rates. More recently, however, questions have been raised about the efficacy of antipsychotic medications, especially in light of th ei r side-effect profile. Such questions have implications for the nurses administering antipsychotic medications, particularly in relation to their knowledge of the antipsychotic medication, its efficacy, and side-effect profile. Also important is the education of nursing students about antipsychotic medications, their use, and management. The present study reports findings of re search that explored current curriculum content concerning psychopharmacological treatment in Australian undergraduate and postgraduate nursing programmes. Using a survey design, the research examined the content and modes of delivery of this content to gauge how well students are prepared for administering antipsychotic medication to people with serious mental illness. Findings of the research suggested the need for improvement in preparing nursing students to administer antipsychotic medication, including indications, contraindications, as well as recognition and management of side-effects

Motivations to nurse: An exploration of what motivates students in Pacific Island countries to enter nursing

The aim of this study was to explore the motivations of student nurses enrolled in nursing courses across a variety of Pacific Island countries. The image of nursing, the desire to help others, family and friends in the profession, personal experience, security, travel opportunities and flexibility have all been identified as motivators for people to enter nursing. To date, what motivates students in Pacific Island countries to enrol in a nursing course has not been investigated. An exploratory qualitative approach using focus group interviews with 152 nursing students was undertaken. Data were analysed using thematic content analysis, revealing four themes: (i) helping others; (ii) 'making a difference for my people'; (iii) following in the footsteps of others; and (iv) financial and professional gain. In a time of health and nursing workforce shortages, developing a deeper understanding of what drives people can be used to improve recruitment strategies in the future. © 2013 Wiley Publishing Asia Pty Ltd

Strengthening and preparing: Enhancing nursing research for disaster management

© 2014 Elsevier Ltd.Nurses are often first line responders in a large scale emergency or disaster. This paper reports an evaluative study of a tailored research capacity building course for nurse delegates from the Asia Pacific Emergency and Disaster Nursing Network (APEDNN). Twenty-three participant delegates from 19 countries attended a three-week course that included learning and teaching about the critique and conduct of research. An outcome of the course was the collaborative design of a study now being implemented in a number of countries with the aim of investigating nurses' preparedness for disaster response. Formal mentoring relationships have also been established between more and less experienced peers and facilitators to provide support in implementing this collaborative study. Overall, participant delegates rated the planning, implementation and content of the course highly. Recommendations from this study include funding a mix of face-to-face and distance mentoring and writing for publication workshops to ensure the sustainability of outcomes from a research capacity building course such as the one described