Journal of the American Psychiatric Nurses Association最新文献

BACKGROUNDThere are a number of effective treatment options available to women with postpartum depression (PPD). However, women often do not receive information about such options to help them make an informed choice. Aims. To determine the treatment preferences of women with PPD in Spain, to explore how exposure to evidence-based information influences these preferences, and to analyze whether these preferences are attended to by health professionals.METHODSA quasi-experimental pre-post survey study was designed, using an online questionnaire including the Edinburgh Postnatal Depression Scale (EPDS) and questions on treatment preferences, depression history, and access to therapeutic information. The sample consisted of 1146 women aged 19-52 years who had given birth in the last year, selected by nonprobability sampling. They were randomly assigned to an experimental group (with access to evidence-based information on treatments for PPD) and a control group (no information). Most participants preferred psychotherapy.RESULTSAccess to information did not change the preference for psychotherapy but increased the inclination toward antidepressants. The severity of PPD did not influence the choice of combined treatment. More than half of the diagnosed patients did not receive detailed information from the National Health Service (NHS), and their preferences were not taken into account.CONCLUSIONSThe results suggest a need for improved primary care training, increased psychotherapeutic resources, and the development of digital tools to improve access to PPD treatment.

Background: High-fidelity simulations are valuable for teaching mental health concepts in undergraduate nursing programs and are most effective when programs collaborate with stimulated participants (SPs) to maximize realism.

Aim: Examine the perceptions of student SPs in mental health nursing simulations.

Method: The pilot study was conducted at a rural mid-sized university in the Midwest with five pre-health students and seven theater majors or minors who served as SPs in undergraduate nursing mental health simulations. Utilizing a qualitative descriptive design, responses were analyzed thematically to identify patterns across participant perspectives.

Results: Seventy-five percent (n = 9) stated that this experience affected their own mental health. All five pre-health students reported gaining empathy for patients with mental health issues.

Conclusion: The mental health of student SPs may be affected by learning cases and portraying a mental health patient. Careful attention is needed to maintain the psychological safety of all SPs, and de-roling and debriefing are essential. SPs need to feel supported to opt out of potential triggering experiences and encouraged to reach out for support if they are having difficulty.

Introduction: Transgender and gender diverse (TGD) youth disproportionately experience suicidality and acute psychiatric visits. However, research on affirming care in this setting is severely limited.

Aims: This mixed-methods study aimed to (1) assess pediatric acute psychiatric professionals' knowledge, attitudes, and comfort working with TGD youth and (2) examine pediatric acute psychiatric professionals' experiences and perceptions of providing affirming care to TGD youth.

Methods: This study used a mixed-methods approach to assess pediatric acute psychiatric health professionals' knowledge, attitudes, and comfort working with TGD youth and examine their experiences and perceptions of providing affirming care. Participants completed an online questionnaire consisting of demographic and professional characteristics, transgender-related attitudes and beliefs, and a series of true/false knowledge questions.

Results: Among participants (N = 31), most (n = 22, 71%) reported prior specific training and/or education on TGD youth, while less than a quarter (n = 7, 23%) reported the amount to be adequate. The mean knowledge score was 94.4% (SD = 7.1; range: 73%-100%). Optional interviews (n = 9) yielded nine inductive themes: five describing experiences of TGD youth care and four describing perceptions of affirming care.

Conclusions: Acute psychiatric settings provide crucial care for youth in crisis. Given starkly high rates of suicidality among TGD youth, there is a pressing need for targeted training to enhance healthcare workers' abilities to intervene effectively. Competency training should emphasize gender identity and expression, use of preferred pronouns, and understanding healthcare needs like hormone therapy and gender-affirming surgeries.

Background: Sexual health is a vital aspect of holistic nursing care, yet its integration into psychiatric practice remains limited, particularly among nursing students. Understanding how students approach sexual health in psychiatric settings is crucial for improving education and care quality.

Aims: This study aimed to investigate the factors influencing nursing students' provision of sexual health care to individuals with psychiatric disorders.

Methods: A descriptive qualitative design was used to explore the experiences of 28 undergraduate nursing students enrolled in a psychiatric nursing course in Sakarya, Turkey. Each student assessed the sexual health of individuals with psychiatric disorders during clinical practice with psychiatric patients. Data were collected through semi-structured interviews and were analyzed thematically.

Results: Four themes emerged: (1) inclusion of sexuality in the clinical process, (2) the empowering role of education, (3) uncertainty in sexual care, and (4) systemic invisibility. Facilitators of comprehensive assessment included recognizing diagnosis-related changes in sexual desire, understanding sexuality's role in psychological well-being, and receiving education that strengthened communication skills and confidence. Barriers included conflicts between personal values and professional roles, discomfort and potential misunderstandings in gender-based interactions, cultural norms surrounding sexuality, lack of counseling resources or standardized care plans, and insufficient privacy in psychiatric settings.

Conclusions: Nursing students face educational, cultural, and systemic barriers that complicate sexual health care in psychiatric settings. Targeted educational programs and institutional support are needed, with content addressing privacy, ethics, boundaries, and cultural sensitivity, supported by practice-based learning to better prepare students for sexual health discussions in clinical practice.

Background: The COVID-19 pandemic created challenges for nurses and healthcare systems, including mental health concerns and intention to leave job roles.

Aims: The purpose of this mixed-methods study was to evaluate the effectiveness of a midwestern health system's resiliency programming in supporting nurse well-being and decreasing intent to leave roles, the organization, and/or the profession.

Methods: A 25-question survey was deployed among all staff nurses in the system. Key measures considered whether there were differences in well-being and intent to leave between nurses who had an interaction with a "Resiliency Rounder" compared to those who did not, as well as between nurses who worked on high-risk units compared to those who did not. Interviews with Resiliency Rounders about the program were transcribed and coded to assess for consistent themes.

Results: The study found that nurses who interacted with a Rounder disagreed with intending to leave the system. Nurses who worked on COVID-19 units reported better well-being but also agreed with intending to leave their roles, the system, and the profession. Themes such as looking ahead, variability, value and appreciation, and connection and teamwork emerged throughout the study.

Conclusions: The Resiliency Rounder program was effective in supporting nurse well-being in high-risk units and decreasing intent to leave the organization for nurses across the system. Findings add to a growing body of knowledge about nursing resiliency within the workplace. As experts in the field of mental health, psychiatric nurses can aid in the design and implementation of resiliency programming to prepare for future workforce crises.

Background: The psychiatric nursing field faces challenges in recruiting, training, and retaining educated nurses. A Work-Learning Program (WLP) within an academic-practice partnership may address these issues.

Aim: This study evaluated the feasibility of implementing a WLP for psychiatric nurses to support academic and career development.

Method: A feasibility, post-test-only study was conducted at a state psychiatric hospital. A WLP was developed through an academic-practice partnership, incorporating mentorship, a dedicated learning space, and academic resources. The feasibility outcomes included nurse engagement with WLP components, academic and career achievements, evidence-based practice adoption, employment retention, and program costs.

Results: Eight nurses were enrolled, four in a Registered Nurse to Bachelor of Science in Nursing (RN to BSN) program and four in a Doctor of Nursing Practice (DNP) program. The participants reported high engagement and perceived the WLP as beneficial. Academic completion rates were 80% (RN to BSN) and 100% (DNP). Career advancements included promotions and salary increases. Evidence-based practice adoption was demonstrated through capstone and doctoral projects on clinical initiatives and scholarly activities. Employment retention was high, with 87.5% of nurses remaining employed for at least 6 months post-completion. The affiliated health care organization covered 18 credits per year in tuition for both cohorts, provided additional pay for academic time for RN to BSN students, and allocated $10,000 per cohort for WLP needs.

Conclusions: Findings suggest that implementing a WLP is feasible and effective for supporting psychiatric nurse academic and career development and fostering evidence-based practice. The study highlights the value of a WLP within an academic-practice partnership in enhancing psychiatric nursing skills and workforce stability, ultimately contributing to improved patient care.