Promoting positive perceptions and person centred care toward people with mental health problems using co-design with nursing students.

Background People experiencing severe mental health problems often feel excluded from society due to stigmatization and prejudice. They typically experience negativity and lack life opportunities, which can be reinforced by the attitudes of those around them. Health care professionals, especially nurses, have the opportunity to challenge negative perceptions through role-modelling hope and positive expectation, breaking down barriers to participation and challenging discrimination. However, student nurses can enter the profession with attitudes similar to those of wider society and unless addressed can foster life-limiting approaches toward those for whom they are providing care. Aim This study aimed to design a person-centred education approach in response to an evaluation of the attitudes of nursing students in Turkey toward people with mental health problems. Method A qualitative design adopting descriptive phenomenology. Data were collected from 12 undergraduate nursing students by using in-depth semi-structured interviews. Data were transcribed and themes identified which were used to co-design a person-centred education approach. Results Three themes emerged from the data; (1) meanings attributed to mental illness, (2) moving from fear to understanding, (3) promoting hope and positive change Students typically demonstrated perceptions/attitudes that could be inhibiting to future practice. Conclusions The pedagogy employed in this study moved away from a focus on signs and symptoms of illness to person-centred approaches. More positive perceptions of mental health can be developed through codesigned, person-centred educational approaches

Workplace violence in Nurse Education: An Issue of Workforce Retention

Bullying and harassment is sadly too prevalent in nursing, causing victims work-based stress that can affect not only the individual but also quality of care and their perspective on the profession. Such negative experiences can impact on victim’s professional development and whether they decide to remain in the profession on qualification. The aim of the survey was to assess impact of workplace violence, in the form of bullying and harassment, on nursing student’s experience during placement and to make recommendations for education and placement providers. This is a qualitative study adopting a descriptive phenomenological approach. The study was conducted between June and July 2015. Open-ended questions were uploaded in the format of a commercial internet survey provider (SurveyMonkey.com) and distributed across a sample of nursing schools in the UK. The number of respondents was 657. Responses of students were analysed and coded by using thematic content analysis. Responses of students were grouped under three main themes and some sub-themes. These main themes are (1) Culture of nursing, (2) Acceptance of the culture and (3) Impact of the culture. Many indicated they experienced workplace violence and it made them consider leaving nursing. Some had normalized the poor behaviours as part of nursing. In conclusion, current students are the future of the profession and have a key role in shaping the culture for generations to come. Workplace violence, in the form of bullying and harassment, is prevalent and can negatively influence their view of the profession and their professional development. Universities and placement providers need to work together to reduce the incidence and impact of workplace violence in order to improve the culture of practice and foster a more positive image of the profession

A reputational risk for the profession: workplace violence toward nursing students

Background: Workplace violence (WV) within nursing has been recognized internationally as a significant problem. In developing countries, such as Turkey, where nurses face WV frequently, it is an under-researched area and there is an absence of an effective system for reporting such acts. Aim: This study aimed to identify the incidence of WV experienced by Turkish student nurses, and to explore the implications and actions needed to reduce the incidence and impact. Methods: This study employed a cross-sectional design. Data were collected from 1216 nursing students using the student nurse datasheet and the workplace violence scale. Findings: The workplace has a considerable impact on nursing students and to varying degrees, WV affects more than half of student nurses in Turkey. The types of WV ranged from receiving racist remarks and being shouted at, to being kicked or having an unwanted advances for intimate physical contact. Discussion: The findings from this study add to the evidence that violence among nursing students is almost a daily occurrence, and is also underreported. Having an understanding of student nurses’ experiences and the impacts of WV, along with effective systems for reporting, can help mitigate the risk of violence occurring during clinical practice. Undergraduate nursing programs and continuing education for nurses should include preparation and role-play on how to handle and report WV, to improve the resilience of students. It is only through such a concerted and proactive approach will we promote more positive perceptions towards nursing programmes and the nursing profession as a whole

Uncovering degrees of workplace bullying: a comparison of Baccalaureate nursing students' experiences during clinical placement in Australia and the UK.

Background: Bullying in health workplaces has a negative impact on individual nurses, their families, multidisciplinary teams, patient care and the profession. Aim: This paper compares the experiences of bully and harassment of Australian and UK baccalaureate nursing students during clinical placement. Method: A secondary analysis was conducted on two primary cross-sectional studies of bullying experiences of Australian and UK nursing students. Data were collected using the SEBDCP questionnaire and analysed using descriptive and inferential statistics. The total sample consisted of 833 Australian and 561 UK students Results: Australian nursing students experienced a higher rate of bullying (50.1%) than UK students (35.5%). Across both cohorts (Aust 53%, UK 68%). students identified other nurses as the main perpetrators and few bullied students chose to report the episode/s (Aust 28.5%, UK 19.4%). The main reason given for not reporting was fear of being victimised (Aust 53.6%, UK 54.5%). Sadly, a number felt ‘it is part of the job’ (UK: 21.6%, Aust: 23.9%). Conclusions: It is clear that a culture of bullying in nursing persists internationally. Nursing students are vulnerable and often experience and/or witness bullying episodes during clinical placement, leading them to question their future in the ‘caring’ profession of nursing. Bullying behaviour requires a zero tolerance by the nursing profession and education providers need to develop clear policies and implement procedures that protect students as the future nursing workforce

Achieving culturally competent cancer care: A qualitative study drawing on the perspectives of cancer survivors and oncology nurses.

PURPOSE: The aim of this study was to understand how cancer survivors and nurses define and experience cultural care and to make recommendations toward improvements in nursing practice. METHODS: The study used a descriptive qualitative design. Data were collected from 29 cancer survivors and 23 oncology nurses by using in-depth semi-structured interviews. Data were transcribed and themes identified. RESULTS: Three themes emerged from the data; 1) cross-cultural care expectations, 2) reality of cross-cultural care activities, and 3) improving culturally sensitive care. CONCLUSIONS: The data reveals that relationship between the nurse and cancer survivor is critical to an awareness of cultural needs but that nurses need help in raising their own awareness and appreciation of the benefits and impact of culturally competent care. It is only through creating self-awareness amongst nurses, in the context of each survivor and their needs and beliefs, will the standards of practice improve delivering the health outcomes that those in their care deserve