International Journal of Mental Health Nursing最新文献

Adolescents are susceptible to developing depression and anxiety, and educational interventions could improve their mental well-being. This systematic review aimed to evaluate the effectiveness of universal educational prevention interventions in improving mental health literacy, depression, and anxiety among adolescents. Eight electronic databases were searched until June 2024: Cochrane Library, PubMed, EMBASE, CINAHL, PsycINFO, Scopus, Web of Science, ProQuest Dissertations, and Theses Global. Since the included studies assessed various aspects of mental health literacy, the results for mental health literacy were synthesized narratively. In contrast, a meta-analysis using a random-effects model was applied to the depression and anxiety outcomes. Heterogeneity was examined using I² statistics and Cochran's Q Chi-squared test. The Cochrane risk of bias tool and the GRADE approach conducted quality appraisal at the study and outcome levels, respectively. The review was reported according to the PRISMA guidelines. This review included 34 randomized controlled trials. Universal education prevention interventions were found to be promising in improving adolescents' mental health literacy but showed limited effects on individual mental health literacy components and on reducing depression (SMD = −0.06, 95%CI: [−0.11, −0.02], Z = 2.58, p = 0.01, I² = 45%) and anxiety (SMD = −0.00, 95%CI: [−0.06, 0.06], Z = 0.07, p = 0.94, I² = 58%) at post-intervention. Future trials should consider using a hybrid delivery model utilizing health care and the non-health care professionals. These interventions must incorporate skills-based sessions to develop emotional regulation strategies, complemented by extended follow-up periods that include booster sessions to reinforce learning. Given the very low quality of evidence as rated by the GRADE approach, current findings need to be interpreted with caution.

Burnout is a significant issue among healthcare professionals, particularly nurses, due to high workloads and emotional demands. However, limited research has explored burnout among primary healthcare nurses in Saudi Arabia, who play a vital role in healthcare delivery. This study aims to address this gap by investigating burnout levels and their association with anxiety, depression and self-efficacy among primary healthcare nurses. A cross-sectional survey design was employed, with 161 primary healthcare nurses from the Qassim region, Saudi Arabia. Data were collected using the Maslach Burnout Inventory, the Patient Health Questionnaire-4 and the General Self-Efficacy Scale. Pearson correlation and logistic regression were used to analyse the associations between study variables. A high prevalence of burnout risk (78.9%) was observed. Emotional exhaustion was detected in 35.4%, depersonalisation in 44.7% and low personal accomplishment in 57.8%. Anxiety (r = 0.707, p < 0.01) and depression (r = 0.564, p < 0.01) were positively correlated with emotional exhaustion, while self-efficacy was negatively correlated (r = −0.260, p < 0.05). Logistic regression analysis revealed that anxiety (OR = 5.784, 95% CI: 2.056–16.269) and low self-efficacy (OR = 6.625, 95% CI: 2.979–14.737) were significant predictors of burnout. Targeted interventions are essential to mitigate burnout among primary healthcare nurses. Specific measures could include mindfulness-based stress reduction programmes to address emotional exhaustion, peer support sessions to reduce depersonalisation and skill-building workshops to enhance self-efficacy. These interventions can improve nurse well-being and ensure sustainable healthcare delivery in primary care settings.

Nursing students' negative perceptions of and reduced interest in individuals experiencing mental health challenges could lead to problems such as deteriorating quality of mental health nursing and lack of competent, qualified mental health nurses. Promoting changes and developments in mental health nursing education for greater effectiveness is pivotal. This study aimed to develop, introduce and validate a blended learning service user involvement programme for mental health nursing education—the first of its kind in South Korea. This study is reported according to TREND guidelines. The experimental group's scores for attitudes and empathy with individuals experiencing mental health challenges increased significantly after taking the 6-week service user involvement class. The experimental group achieved higher scores for knowledge of mental health nursing, satisfaction, and confidence in performance than the control group, which attended a traditional-style class. However, no significant difference was found between groups in changes in attitudes towards and empathy with individuals experiencing mental health challenges. The service user involvement class could improve some students' knowledge of mental health nursing and confidence, but providing the course in a single semester is not sufficient to improve students' attitudes towards and empathy with individuals experiencing mental health challenges. Therefore, an appropriate approach to more systematic long-term planning should be developed, and public perception should be improved. Additionally, long-term studies should evaluate the sustainability and progression of changes in attitudes and empathy over time. We recommend developing mental health nursing education programmes with diverse designs and structures.

Nurses encounter many stressors and challenges at work, which can negatively affect their mental and physical health. Modern theories of resilience suggest that resilience is a dynamic process of positive adaptation to adversity. This process involves personal growth through adversity, developing effective coping strategies and inculcating the ability to cope with stress. The resilience process involves individual characteristics, social support and environmental factors, including workplace culture. Strengthening nurses' resilience can help them cope with adversity, maintain their mental health and well-being and support their provision of care. The aim of this study was to examine the associations between workplace characteristics, resilience and mental health status among nurses with experiences of workplace violence. The study objectives were to analyse the relationships between workplace characteristics, resilience and mental health status among nurses with experiences of workplace violence and to investigate the effects of resilience on nurses' mental health outcomes. In this cross-sectional study, full-time nurses at a medical centre in Taiwan completed a questionnaire survey. Of 600 distributed questionnaires, 334 nurses were identified to have experienced workplace violence. The questionnaires included items on workplace violence, resilience, metal health status (burnout and mental distress), sleep quality, work characteristics (job control, psychological job demands and workplace justice) and demographic characteristics. Data were analysed through chi-square tests and multivariate logistic regression. Nurses with low resilience tended to be younger, work more rotating/night shifts and perceive lower levels of job control and workplace justice. They also reported higher risks of burnout and mental distress and lower sleep quality. Multivariate logistic regression revealed that psychological job demands, workplace justice and resilience significantly influenced nurses' mental health status. Nurses with high resilience exhibited a lower risk of mental distress and higher sleep quality. However, resilience was not associated with burnout. The findings revealed how workplace factors and resilience influence nurses' mental health. The findings help nurse managers and policymakers develop strategies to promote nurses' resilience and mental health and mitigate the adverse effects of negative workplace events.

Due to a global shortage of nursing staff, there is renewed attention on the impact of leadership and management styles on the sustainability of the nursing workforce. Emotional intelligence (EI), the ability to manage both your own emotions and to perceive and understand the emotions of others, has been implicated as a nursing management style impacting reduced turnover and greater nurse wellbeing. Despite these promising findings, there is a dearth of research on the role of emotionally intelligent leadership on the retention of mental health nurses. This scoping review aimed to (1) explore whether the findings from EI leadership in general nursing settings can be contextualised to mental health nurse leaders and (2) whether emotional intelligent leadership can influence the retention of mental health nurses. We used Arksey and O'Malley's framework to conduct this scoping review, locating 987 papers in our initial search. After screening, 30 papers remained; most methodologies were quantitative (n = 20), followed by qualitative (n = 8) and mixed methods (n = 2). This review found that while this concept has been studied extensively in the general nursing context, there is a lack of research into EI as a leadership style in mental health nursing. Where EI was the dominant leadership style, turnover intention was lower. However, despite showing promise in other settings, because of distinct differences between nursing contexts and workforce characteristics, it is difficult to state that emotionally intelligent leadership would be effective in mental health settings. There is therefore an urgent need identified to explore leadership styles in mental health settings to determine whether they impact retention and turnover, which will have significant implications for organisations, staff and consumers. We recommend that mental health nurse leaders be provided with EI training and education to ensure that they are equipped to provide the necessary support and leadership to sustain and grow the mental health nursing workforce.

Despite advancements in promoting family engagement in mental health settings, limited involvement of family members persists in forensic mental healthcare. Forensic mental healthcare professionals face various barriers in engaging families, including a patient-centered approach and resource constraints. However, limited understanding exists of professionals' experiences with family engagement, which is crucial for improving care practices in this setting. Consequently, this study investigates the evolution of professionals' experiences with family engagement from 2015 to 2021 in Flanders, Belgium. Qualitative methods were employed, including focus group interviews in 2015 and individual interviews in 2021 with 23 forensic mental healthcare professionals. Thematic analysis is employed to identify patterns and changes over time. The Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist was utilised to report the study. The analysis revealed that while initial steps towards family engagement in forensic mental healthcare have been taken, full integration in organisational structures is still lacking. Future efforts should focus on involving family organisations and caregivers, addressing barriers like time and resource constraints, and fostering a cultural shift towards family engagement. Further research involving a broader range of stakeholders is needed to enhance family engagement initiatives in forensic mental healthcare settings.

Striking a balance between risk and recovery while supporting people in suicidal distress is a challenging proposition. To address this challenge, a 4-week AIMS (Assessment, Intervention, Monitoring, Step up/down) pathway was created to support people in suicidal crisis. Each of the four functions was customised into semi-structured conversations about pain relief. The pathway operationalised tools for relational safety from the PROTECT framework for suicide prevention. To deliver this pathway, a new team was established that included both clinicians and lived experience staff. Scores for the Short Warwick Edinburgh Mental Wellbeing Scale (SWEMWBS) for 300 patients were collected before and after time on the pathway. Paired T tests were performed individually for each item as well as for the total. All 7 items and the total score had statistically significant improvement (p < 0.01). The mean pre- and post-total scores increased from 14.8 to 22.5, strongly indicating clinically meaningful improvement at an individual and group level. The improvement on baseline in each of the seven items ranged from 38% to 73.5%. The top two were in the person's ability to deal with problems and in them feeling relaxed. The study provides a blueprint for collaborative and empowering suicide prevention pathways that strike a balance between positive risk taking and safe care through a relational approach. Professional and lived experience both played a part in capturing hope through evidence-based person-centred interventions, helping a person in suicidal crisis improve their mental wellbeing.

There is a growing focus in the Australian healthcare system of providing mental health care in a community setting. A key feature of the Royal Commission into Victoria's mental health system was to prioritise community-based care ‘a system with community at its core’. Developing a skilled, flexible and competent nursing workforce is a key objective for any community-based mental health service as nurses provide a vital role in healthcare delivery. The 3-year comprehensive nursing qualification has little to no mental health curriculum leaving nursing graduates unprepared for work in mental health, while hospital-based training for graduate nurses doesn't prepare them for the realities of community-based work. Significant work in Victoria to develop, refine and implement a competency framework for transition from acute mental health inpatient settings into community-based services has been undertaken. The aim was to evaluate the effectiveness of this framework in preparing nurses for the community workforce, as well as the barriers and enablers of implementation. A qualitative method investigated experiences of mental health staff who had participated in the transition programme in either aged, adult or a homeless outreach team. Interviews were conducted with transition nurses (n = 5), mentors (n = 4), Clinical managers (n = 3) educators/coordinator (n = 2). The framework structure helped mitigate role stress, allowed for consolidation of theory into practice providing learning opportunities, provided clinical oversight for safe practice, supported autonomous practice, critical thinking, staff wellbeing and demonstrated positive outcomes for consumers and carers. It also had a positive impact on retention and recruitment. Whilst there were limited barriers, the framework implementation relied on organisational support with staff resourcing. Evaluation findings demonstrate the importance of this framework. This structured programme helped facilitate professional development with an integration of knowledge, skills, attitudes and confidence along with staff wellbeing, leading to enhanced clinical practice and outcomes for clients and carers.

Due to the rising number of long-term mental health conditions, there has been a shift in therapeutic focus from curing these conditions, to living a meaningful life with them. Self-management is described as the ability to live with the emotional, life role and medical consequences of long-term conditions such as schizophrenia. However, the perspective of people with schizophrenia on self-management in current literature is missing. A lack of understanding of strategies used by people with schizophrenia to self-manage, could adversely affect the use of self-management interventions. Therefore, this study aims to identify how people with schizophrenia manage their daily life. Semi-structured interviews (n = 9) were conducted in a qualitative descriptive design. The study is reported by using the COREQ checklist. All participants, recruited through purposive sampling, have been stabilised after a schizophrenic episode and have been reintegrated into their community. The data were analysed through thematic analysis. Self-management for people with schizophrenia is an individualised process that revolves around performing day-to-day activities according to the participant's wishes. In addition, participants tried to prevent relapse by self-managing daily life. Personal-, social- and schizophrenia-related factors were seen as barriers and/or facilitators in their self-management. These barriers and/or facilitators were self-managed using daily activities. Current self-management interventions for this population often aim at improving medication adherence. Self-management interventions facilitated by health care professionals should (i) focus more on supporting patients in finding their daily structure through meaningful activities and (ii) be mindful of the duality contained within self-management of people with stabilised schizophrenia.