International Journal of Mental Health Nursing最新文献

Suicide is a major health issue with devastating consequences for individuals, families and communities. In New Zealand, the latest confirmed suicide rates show an increase, with young adults, males and members of the indigenous Māori and LGBTQIA+ communities particularly affected. Until recently, most of the suicide research in New Zealand focused on the general population, rather than clinical populations such as those accessing mental health services. This evidence gap is especially important in New Zealand where almost half of those who die by suicide have known involvement with mental health services. The present qualitative study explored the question: What strategies and approaches do clinicians consider effective for preventing suicide in people accessing adult secondary care community mental health services? Eleven clinicians from a large metropolitan service were interviewed individually and in a focus group. Appreciative inquiry and thematic analysis were used. This report is adherent with COREQ. Four themes were identified for suicide prevention: Understanding who the person is, and for Indigenous Māori, this included use of cultural practices; providing a range of evidence-based prevention strategies; having an effective service structure that is part of a wider system; and suicide prevention work is important and staff need effective support. Clinicians identified strategies at the individual, family and service level for preventing suicide, most of which aligned with those recommended in the literature. There is a need for more suicide prevention research in secondary care mental health services and the effectiveness of suicide prevention in high-rate groups such as Māori and LGBTQIA+.

There is emerging evidence that sea swimming can have a positive impact on the mental health of adults. Less is known about how this intervention can impact young people's mental health. The aim of this study was to explore young service users and staff's perspectives on sea swimming in the child and adolescent mental health services. Fourteen participants were interviewed (eight young people and six staff members). Data were analysed using reflexive thematic analysis and five themes were identified. A preference for sea swimming was demonstrated by young people in comparison to other therapies. Young people reported an enhanced (and sustained) sense of well-being after sea swimming. They were able to relate the act of entering cold water to their recovery journey, acknowledging the importance of leaving their comfort zone. A sense of social cohesion was also described. Staff members acknowledged the risks of open sea swimming but highlighted the importance of positive risk taking, given the benefits of this novel intervention. Owing to the positive impact sea swimming can have on the physical and psychological health of young people, there is potential for this novel intervention to be used more frequently within the services.

The need for involvement of people with lived experience of suicide in the conduct of suicide research and intervention has been recognised in research and policy. However, there is limited understanding and guidance on how to support their genuine and safe engagement in suicide research. This qualitative study considered the perspectives of 19 people with lived experience of suicide, and 17 researchers engaged in suicide-related research to explore their needs, expectations and experience of co-produced suicide-related research. Data was collected between October and December 2020 via semi-structured interviews. Thematic analysis resulted in five themes: (1) towards co-production, (2) power imbalances, (3) heterogeneity of lived experience, (4) enhancing safety and (5) value of co-production. Participants considered lived experience involvement at all stages of research to improve research impact and outcomes. However, persisting power imbalances were experienced by participants and participatory approaches did not always align with existing research systems and organisational structures. Complexities identified by participants related to accommodating different skills, experiences and social identities of those with a lived experience perspective and balancing safeguarding principles with strength-based approaches that may capitalise on participants' existing strengths. Delphi guidelines developed from an associated consensus study on active involvement of people with lived experience of suicide in suicide research address some of the concerns mentioned by study participants and form a useful resource to guide future research endeavours.

This descriptive study examined the mental health literacy levels and attitudes towards seeking psychological help among university students. The study was conducted with 317 students from a university in Türkiye. Data were collected via an online platform using a Personal Information Form, the Mental Health Literacy Scale (MHLS) and the Attitudes Toward Seeking Professional Psychological Help Scale-Short Form (ATSPPHS-SF). Participants, with an average age of 20 ± 1, were predominantly female (89%). Most had previously sought psychological support (75.1%) and believed the psychology information obtained online was accurate (61.2%). Significant differences were found between residential location (p = 0.034) and maternal education level (p = 0.017) with the Knowledge Subscale of MHLS, and between history of seeking psychological support (p = 0.010) with the Resource Subscale of MHLS. Additionally, there was a significant difference between seeking psychological support history and mean ATSPPHS-SF scores (p = 0.060). The scores on MHLS (13.15 ± 3.38) and ATSPPHS-SF (18.38 ± 3.77) indicated moderate levels, with a positive and significant relationship between the scales' total scores (p = 0.000). The study concluded that mental health literacy is crucial for increasing the rate of seeking psychological help. Addressing the lack of knowledge regarding mental health is essential for early diagnosis, prevention and maintenance of mental health. It is recommended incorporating mental health literacy content into university curricula, initiating efforts to provide information about psychological help resources and engaging psychiatric nurses in educational roles on campus through multidisciplinary planning.

Escalating rates of mental illness emphasise the necessity for sufficient and appropriate mental health services. However, stigma and discrimination remain and can be seen through the multifaceted ways nurses communicate. Clinical placements, where nursing students engage directly with individuals experiencing mental illness, are vital for addressing these challenges by fostering empathy and reducing stigma. This study aimed to explore how individuals with lived experience of mental illness experience the communication of nursing students during their participation in the mental health nursing clinical placement, Recovery Camp. Using a Heideggerian phenomenological approach, five individuals with lived experience of mental illness, referred to as Experts by Experience, participated in individual semi-structured interviews. van Kaam's psychophenomenological approach was used for data analysis. The findings highlight the importance of being Valued for My Lived Experience Expertise, which emerged as a central theme. The two primary themes were Communication and Engagement. Communication entailed students demonstrating Active Listening and Attributes and Engagement was seen through Actions and Behaviours and Rapport. The findings support the growing body of evidence highlighting the substantial impact of Experts by Experience on mental health nursing education. Integrating Experts by Experience into mental health nursing education enhances communication skills by improving students' understanding of mental illness directly from those who experience it. These changes are essential for advancing nursing education and improving mental health services.

China is the country with the largest population of older persons. Depression is the most common mental health issue among older adults, a trend expected to increase as societies continue to age. With the global increase in depression and depressive symptoms among this demographic, the resulting disease burden poses a significant challenge to health and social care systems in China. To map, summarise and examine the empirical literature on the prevalence and factors associated with depression and depressive symptoms in Chinese older adults, an integrative literature review was conducted informed by the guidelines of Whittemore and Knafl. The literature search encompassed EMBASE, SCOPUS, CINAHL, Web of Science, PubMed, PsycINFO, SocINDEX, China National Knowledge Infrastructure Database and Wanfang Database. The review included 65 studies, 29 in English and 36 in Chinese. The reported prevalence of depression or depressive symptoms in Chinese older adults was 3.78%–84.3%. Based on the biopsychosocial model, the associated factors were clustered as follows: biological factors (physical health, disability, drug effects, gender, age, diets, physical activities), psychological factors (self-esteem, coping skills, trauma, emotions, beliefs, hobbies, lifestyle) and social factors (family relationships, peers, family circumstances, school, residential areas, social support, social structure). This review synthesised research on depression among older adults in China, highlighting varying prevalence across diverse geographical locations. Given the high prevalence among certain older Chinese cohorts, the early identification and assessment of the factors associated with depression is essential to reducing disease burden. The use of the biopsychosocial model provided a theoretical lens to examine depression in this population in an integrative and holistic way. Thus, furthering understanding of the factors that require close consideration in future research and practice innovations on depression in older persons.

This paper examines the potential of poetry as a resource within mental health nurse pre-registration education. There has long been a debate as to whether the art or the science of nursing should be foregrounded within pre-registration education, especially in the UK within recent years as the latest Nursing and Midwifery Council's standards of pre-registration education appear to have shifted the focus towards the acquisition of skills, giving less consideration to the holistic transformatory process of education. The paper uses the conceptualisation of education by Beista, who proposes that education can be considered in relation to the three domains of qualification, socialisation and subjectification. Qualification refers to the acquisition of knowledge and skills, socialisation refers to the process of joining a professional group, and subjectification refers to the development of the individual as a reflective, thoughtful and responsible individual. The paper explores each of these domains in turn and considers how poetry can make a unique contribution in supporting both personal development, and the acquisition of professional knowledge and skills. The reading and writing of poetry can support students to challenge epistemic blinders, enhance their interpersonal skills and develop a more authentic professional identity.