Emerald | Journal of Mental Health Training, Education and Practice, The | Table of Contents

On line forums: implications for mental health nurses

literatinetwork@emeraldinsight.com (Helena Ann Mitchell, John Michael Rowe) — Fri, 14 Jun 2013 00:00:00 +0100

Abstract

Purpose - The overall purpose of this paper is to critically examine the evidence for the use of on-line forums within education and their use in working with service users with mental health problems. The paper also outlines the key characteristics of the online facilitator and moderator. We propose that nurse education is well placed to to develop students on-line forum participation and moderation skills during their undergraduate programme. Design/methodology/approach - The paper reviewed the literature to assess the current evidence. Findings - Much of the literature was international mainly from Asia Pacific, USA and Europe but limited research and position papers from the UK. The use of forums was discussed but there is a paucity of research particularly in relation to the use of on- line forums within mental health. The literature identifies and gives an insight into the complexities of using on-line forums. Research limitations/implications - Implications Educators need to develop a change in attitude with regard to the use of on-line learning. Many are used to face-to-face teaching and still regard as the most stimulating and appropriate way for knowledge development. Specific collaborative and interactive skills are considered to be desirable when engaging in on-line forums. These have to be learned by both the moderator and the students. Mental health nurses should be encouraged to perceive the skills of forum facilitation in a positive way when engaging with service users and can add to their repertoire of skills. Research limitations This is a systematic literature review but only English language papers were consulted. We also drew on our own personal experiences of working with students in an on-line learning environment to inform this paper. Practical implications - We suggest that more research is needed within this area on on-line forums with particular emphasis on how students nurses engage in on line forums. We feel that nurses, given proper preparation and effective training, are well placed to carry out the role. Partnership working coule be developed with universities and NHS Trusts to develop Trust's staff skills and expertise in the moderation of forums as universities have the skills and experience. However supervision would be essential for moderators to develop appropriate pedagogic tools to facilitate what is a complex process. Originality/value - This appears to be an area that is under researched and considering the increasing usage of social networking as a means of peer support, there is scope for this to be transferred to professional practice.

Meet Mohammed : Using Simulation and Technology to support Learning

literatinetwork@emeraldinsight.com (Nicky Adelle Lambert, Lucy Watkins) — Fri, 14 Jun 2013 00:00:00 +0100

Abstract

Purpose - Abstract: This project is a 2 week experience for student nurses which supports them engage with a virtual service user, who has been admitted to an acute inpatient ward and work in teams and as individuals to support his recovery. It also allows students to gain exposure to clinical situations, to learn how to make good decisions, to think critically, apply clinical reasoning and to practice communication, assessment and feedback skills safely. In its current academic format the project provides a platform for the active contribution of service users, carers and specialist teams. It provides a platform for educational input to closely align to practice needs, for lecturers to support and feedback on practice experience, and it opens up flexible and remote working for students. With an understanding of the principles and practice behind it, this project could be adapted for other managerial and practice uses. Some examples include: multi - disciplinary team building activities, to form part of an assessment or interview process or integrated with a providers own polices and circumstances for practice learning such as preceptorship. 178 words Design/methodology/approach - Outline of project: A cohort of 120 first year mental health students across two sites undertook a Simulation project in which they followed the progress of a character (in the form of an avatar) called Mohammed though a stay as an inpatient until his discharge. Over the 2 weeks of the Simulation project they experience nursing processes in real time through a variety of teaching and learning strategies. They are encouraged to make and examine clinical decisions whilst delivering appropriate interventions throughout the admission. Avatars are used to provide the students with the necessary information and prompts to structure their learning and build their understanding, for e.g. the students are given a handover each day informing them of Mohammed’s current presentation and instructions for the day, they also get an opportunity to ‘meet’ Mohammed online for themselves. They experience blended learning whilst they complete clinical observations and undertake assessments in small groups. They also make use of sessions from specialist practitioners and experts by experience and go on to apply that understanding in real world situations. 176 words Findings - There is a surge of interest in Simulation as an educational tool at present and the term has been loosely used to mean anything from using ‘injection pads’ and case studies, to multi-professional role play and technology enhanced learning (TEL) with computer support and ‘SimMen’ (life-like computerised mannequins). Whilst Simulation draws on familiar staples of nurse education like scenarios, case studies, reflection and group work, the combination of these aspects and the technological aspects mean it is still a new strategy and is in development, particularly in terms of an evidence base. The majority of publications that address Simulation fall within the Adult nursing Field however there are many benefits for Mental Health students, and educators and stakeholders which will be discussed in this article.Research limitations/implications - see below ...Practical implications - Future directions: There is ongoing work to expand this scenario to link through the practice modules of the three years to allow the students to attach to a service user journey and to learn to manage ongoing care. This may prove particularly useful for all areas of nurse education as exposure to practice environments becomes increasingly time limited. Service users, carers and practitioners are being consulted on an ongoing basis in the continuing development of this project and maintaining the balance between the projects ‘realness’, and the respectful valuing of the distress that mental health issues can cause individuals. There is a need for the potential benefits of simulation to be clearly described for all stakeholders in nurse education – service users, carers, students and future employers so that they can lead projects and collaborate with educationalists in genuine partnership. Jefferies and Rizzolo (2006) found significant gaps in the literature around measuring application of knowledge and student performance, there is an opportunity for a different kind of evaluation to develop based in a Simulation framework to look at the application of knowledge in practice. There is even less written about mental health specific work in both TEL and Simulation – it seems that these fields which hold so many possibilities, will continue to expand. Originality/value - There is little in the way of Simulation being developed in line with the needs of MH SU's, practitioners, students and services - this is a description of the application of an important innovation in education and training, which could be used in workforce development.

Student nurses experiences of support in relation to suicide or suicidal behaviours of mental health patients: an exploratory study

Fri, 14 Jun 2013 00:00:00 +0100

Abstract

Purpose - Observations have been made that mental health students receive very little support following observing patients displaying suicidal behaviour. This has led the author of this paper to conduct this small scale empirical study to investigate this issue further.Design/methodology/approach - The approach used in this study is phenomenological. Qualitative data was obtained through semi-structured interviews consisting of a range of questions asking mental health student nurses about their experiences of support in practice. The data is analysed using thematic analysis.Findings - As well as issues relating to the support of mental health student nurses in practice, there are many ethical issues raised in this paper. These include student responsibilities while in placement areas; students as having a supernumerary status; and the inclusion of students in supervision and debriefing sessions following traumatic incidents. Research limitations/implications - This small scale exploratory study was conducted with a small number of students in one University. However, the study provides a strong starting point for further research on the support students receive during their mental health nurse training.Originality/value - This paper makes some recommendations on ways to improve the support of students in practice including maintaining and supporting the role of Practice Experience Managers who spend a considerable amount of time in placement areas interacting with students and feed back relevant practice concerns to University staff.

Addressing mental health nursing workforce needs in Australia: A case study analysis

literatinetwork@emeraldinsight.com (Catherine Lucy Hungerford, Donna Hodgson) — Fri, 14 Jun 2013 00:00:00 +0100

Abstract

Purpose - This paper reports findings of a review of a unique program that has helped to address workforce needs and support Registered Nurses (RNs) working in a public mental health service in Australia. RNs are employed, facilitated to gain clinical experience in diverse mental health settings, and funded to study a graduate diploma in mental health nursing. Upon completion, there is no obligation to continue working for the health service, but most RNs have chosen to do so. Design/methodology/approach - A case study approach was taken to review the Program, using the focus group method of data collection. Past and present Program participants, and also their mentors and managers, were interviewed about the Program’s benefits and challenges.Findings - Findings highlight the many successes of the Program and also suggest areas for development. One of these is the need to examine the curriculum content of the graduate diploma and consider requirements around clinical experience. Another area of concern is the ‘us / them’ culture identified, which involves RNs who have no postgraduate tertiary qualifications marginalising RNs undertaking further study. Such a culture has the potential to undermine the profession locally and also more broadly. Originality/value - Findings of the review provide valuable insights for other health services and also academic providers who seek to address ongoing workforce issues related to mental health nursing.

Developing inclusive environments in mental health provision for people with disabilities.

literatinetwork@emeraldinsight.com (Graham Whitehead, Adam Barnard) — Fri, 14 Jun 2013 00:00:00 +0100

Abstract

Purpose - The increased use of mental health interventions employing cognitive behavioural therapy (CBT) over the last decade raises the significant theme of the efficacy of such treatments for people with disabilities. Recent evidence-based studies regarding the application of cognitive behavioural interventions for people with disabilities have highlighted issues concerning access to services, questions of engagement and efficacy of the cognitive aspects of CBT practice (Taylor et al [2008]) and service models and forms of delivery (Helbig & Hoyer [2008]) The paper explores these themes with particular emphasis on barriers to accessibility for this population and provides consideration of ethical and effective practice aspects of psychological interventions in response to the recent World Health Organisation recommendations on disability provision. Design/methodology/approach - The paper considers the development of the ‘enabling environments’ theme (Johnson & Haigh 2011) for people with disabilities within a mental health context within Europe with a view to exploring barriers to social inclusion and service user autonomy. The paper is designed to review and enhance existing literature in the field and to question the philosophical position of cognitive-behavioural approaches to mental health provision in a European context.Findings - Consideration is given to the use and application of CBT and evidence-based practice (EBP) and considers efficacy in mental health provision for this population. Consideration is also given to the efficacy and appropriateness of short-term interventions for this population. Research limitations/implications - As a conceptual paper, the limitations of the discussion are that the views expressed as solely those of the authors but the paper usefully develops consideration of the existing literature in the field and discusses the implications of developing inclusive practice in mental health provision for this population.Practical implications - The issues discussed in the paper offer significant questions relevant to the delivery of mental health provision for people with disabilities from a European perspective. Practical implications relate to the development of inclusive practice for practitioners in the delivery of these services.Originality/value - As a conceptual paper, the originality of the submission relates to questioning the efficacy of more recent developments in the mental health field re: philosophy of approach and method and recommendations are offered by the authors which may impact service delivery, the focus of relevant evidence-based practice and service user autonomy.