Katy Willmont, Marie Clancy, Sam Chapman, Juliet Hopkins, Alison Fleming, Ian Tighe
Stigma around mental illness persists in healthcare practice and education. This article details a project undertaken to develop long-term relationships and facilitate learning between trainee nursing associates and mental health experts by experience (EBEs). The project was evaluated using questionnaires and feedback from the students and EBEs involved. The relationships that developed between students and EBEs had many positive implications for students’ future practice, with benefits including enhanced understanding of person-centred care, the importance and development of communication skills, holistic views of long-term conditions and increased motivation for undertaking a nursing role. The project also had benefits for the EBEs, such as reciprocal learning opportunities, employment experiences and improved health and well-being. The authors suggest that instead of didactic or one-off encounters with EBEs in education settings, long-term EBE involvement should be implemented. This could help to achieve sustainable reductions in the stigma around mental health and increase students’ knowledge of mental health, mental illness and recovery.
{"title":"Benefits of developing long-term relationships between trainee nursing associates and mental health experts by experience","authors":"Katy Willmont, Marie Clancy, Sam Chapman, Juliet Hopkins, Alison Fleming, Ian Tighe","doi":"10.7748/mhp.2023.e1679","DOIUrl":"https://doi.org/10.7748/mhp.2023.e1679","url":null,"abstract":"Stigma around mental illness persists in healthcare practice and education. This article details a project undertaken to develop long-term relationships and facilitate learning between trainee nursing associates and mental health experts by experience (EBEs). The project was evaluated using questionnaires and feedback from the students and EBEs involved. The relationships that developed between students and EBEs had many positive implications for students’ future practice, with benefits including enhanced understanding of person-centred care, the importance and development of communication skills, holistic views of long-term conditions and increased motivation for undertaking a nursing role. The project also had benefits for the EBEs, such as reciprocal learning opportunities, employment experiences and improved health and well-being. The authors suggest that instead of didactic or one-off encounters with EBEs in education settings, long-term EBE involvement should be implemented. This could help to achieve sustainable reductions in the stigma around mental health and increase students’ knowledge of mental health, mental illness and recovery.","PeriodicalId":44868,"journal":{"name":"Journal of Mental Health Training Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135268383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-20DOI: 10.1108/jmhtep-10-2022-0082
Judy Brook, Charlotte Kemp, Stephen Abbott
Purpose Large numbers of nursing students and the COVID-19 pandemic made it necessary to relieve the pressure on UK hospitals to host clinical placements. One hospital innovated by providing a virtual placement online, immediately before an in-person placement. The purpose of this study is to evaluate the participant responses to the online virtual placement. Design/methodology/approach This was a pilot study evaluated after the placement, including a student survey (25 responses), four semi-structured interviews with students and four with staff in spring 2021. Findings High levels of approval of the innovation were recorded among both students and staff. Students were pleased to be taught by clinical experts, though some found it difficult to study at home and some found the hours long. High satisfaction levels may reflect the pandemic context: the placement reduced social isolation and the sense of education being interrupted. Participating students were in their final year of study, and the placement took place in the second year of the pandemic, so mutual familiarity and well-developed information technology skills may have made the innovation more acceptable. Practical implications The innovation has value and should be maintained post-pandemic to increase mental health in-person placement capacity and scaffold student learning. Originality/value This study added new knowledge to understanding about the utility of virtual placements in mental health nursing education.
{"title":"Evaluation of a virtual placement for mental health nursing students: a pilot study","authors":"Judy Brook, Charlotte Kemp, Stephen Abbott","doi":"10.1108/jmhtep-10-2022-0082","DOIUrl":"https://doi.org/10.1108/jmhtep-10-2022-0082","url":null,"abstract":"Purpose Large numbers of nursing students and the COVID-19 pandemic made it necessary to relieve the pressure on UK hospitals to host clinical placements. One hospital innovated by providing a virtual placement online, immediately before an in-person placement. The purpose of this study is to evaluate the participant responses to the online virtual placement. Design/methodology/approach This was a pilot study evaluated after the placement, including a student survey (25 responses), four semi-structured interviews with students and four with staff in spring 2021. Findings High levels of approval of the innovation were recorded among both students and staff. Students were pleased to be taught by clinical experts, though some found it difficult to study at home and some found the hours long. High satisfaction levels may reflect the pandemic context: the placement reduced social isolation and the sense of education being interrupted. Participating students were in their final year of study, and the placement took place in the second year of the pandemic, so mutual familiarity and well-developed information technology skills may have made the innovation more acceptable. Practical implications The innovation has value and should be maintained post-pandemic to increase mental health in-person placement capacity and scaffold student learning. Originality/value This study added new knowledge to understanding about the utility of virtual placements in mental health nursing education.","PeriodicalId":44868,"journal":{"name":"Journal of Mental Health Training Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The First-tier Tribunal (Mental Health) is an independent judicial body that hears applications from people who have had their freedom restricted under the Mental Health Act 1983 (amended 2007). Mental health nurses may be required to provide its panel with written and/or oral evidence. It can be challenging for nurses to protect the therapeutic relationship with the patient while fulfilling their duty to provide evidence to the panel. This article gives an overview of the legal process and details the evidence nurses may be required to provide. The article also discusses ways in which nurses can support patients throughout the process and attempt to protect the therapeutic relationship.
{"title":"First-tier Tribunal (Mental Health) hearings: protecting the therapeutic relationship","authors":"Helen Rees","doi":"10.7748/mhp.2023.e1664","DOIUrl":"https://doi.org/10.7748/mhp.2023.e1664","url":null,"abstract":"The First-tier Tribunal (Mental Health) is an independent judicial body that hears applications from people who have had their freedom restricted under the Mental Health Act 1983 (amended 2007). Mental health nurses may be required to provide its panel with written and/or oral evidence. It can be challenging for nurses to protect the therapeutic relationship with the patient while fulfilling their duty to provide evidence to the panel. This article gives an overview of the legal process and details the evidence nurses may be required to provide. The article also discusses ways in which nurses can support patients throughout the process and attempt to protect the therapeutic relationship.","PeriodicalId":44868,"journal":{"name":"Journal of Mental Health Training Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136296139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cara Maddison, Heather Wharrad, Philip John Archard, Michelle O’Reilly
Background Digital technology affords opportunities to expand mental healthcare beyond the clinic setting, supporting sustainable delivery. A pilot qualitative study was undertaken with a view to using the experience gained from it to develop a substantive project in this area. Aim To identify and better understand the perceived barriers and benefits to using digital technologies when delivering mental healthcare to young people. Method In-depth semi-structured interviews were conducted with three young people under the care of a child and adolescent mental health service (CAMHS) team. The interview data were analysed thematically. Findings Three main themes were identified from the interviews: digital identity and digital literacy; trusting and accessing digital health resources; and therapeutic relationships, choice and convenience. Conclusion The findings of this pilot study reinforce the importance of avoiding a ‘one-size-fits-all’ approach to integrating digital technology in CAMHS. It was also identified that it is important to carefully consider the involvement of parents when conducting mental health research with children and young people.
{"title":"Exploring young people’s perspectives on digital technology and mental healthcare: pilot study findings","authors":"Cara Maddison, Heather Wharrad, Philip John Archard, Michelle O’Reilly","doi":"10.7748/mhp.2023.e1671","DOIUrl":"https://doi.org/10.7748/mhp.2023.e1671","url":null,"abstract":"Background Digital technology affords opportunities to expand mental healthcare beyond the clinic setting, supporting sustainable delivery. A pilot qualitative study was undertaken with a view to using the experience gained from it to develop a substantive project in this area. Aim To identify and better understand the perceived barriers and benefits to using digital technologies when delivering mental healthcare to young people. Method In-depth semi-structured interviews were conducted with three young people under the care of a child and adolescent mental health service (CAMHS) team. The interview data were analysed thematically. Findings Three main themes were identified from the interviews: digital identity and digital literacy; trusting and accessing digital health resources; and therapeutic relationships, choice and convenience. Conclusion The findings of this pilot study reinforce the importance of avoiding a ‘one-size-fits-all’ approach to integrating digital technology in CAMHS. It was also identified that it is important to carefully consider the involvement of parents when conducting mental health research with children and young people.","PeriodicalId":44868,"journal":{"name":"Journal of Mental Health Training Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134958011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose Resilience can protect against workplace stress, benefit psychological wellbeing and promote effective clinical practice in mental health professionals. The purpose of this study was to consider the feasibility and acceptability of resilience training for trainee mental health professionals based on the skills-based model of personal resilience (Baker et al. , 2021). The study also aimed to explore the impact of the training on resilience, wellbeing and burnout. Design/methodology/approach In a within-subject 10-week follow-up study, mixed methods were used to evaluate the one-day resilience training for trainee mental health professionals working in services in the UK. Findings The intervention was found to be acceptable to attendees, with high levels of satisfaction reported. Resilience was evaluated through self-report measures at three-time points. Resilience scores at follow-up were significantly higher than pre- and post-intervention scores. The secondary outcomes of wellbeing and burnout did not significantly improve. Research limitations/implications Preliminary support was found for the feasibility and acceptability of resilience training for trainee mental health practitioners. Audience-specific adaptations and follow-up groups to aid skills practice and implementation may further enhance benefits to resilience. Resilience interventions may supplement practitioner training to improve resilience. Resilience is associated with higher wellbeing and lower burnout. The impact of resilience training on overall wellbeing and burnout remains uncertain; however, newly learned resilience skills may take time to benefit wellbeing. Originality/value A key contribution of this study is to provide evidence regarding the feasibility of implementing the skills-based model of personal resilience, outlined in Baker et al. (2021), in a learning environment.
目的心理弹性可以预防工作压力，有利于心理健康，促进心理健康专业人员的有效临床实践。本研究的目的是考虑基于个人弹性的技能模型对受训心理健康专业人员进行弹性培训的可行性和可接受性(Baker et al.， 2021)。该研究还旨在探讨训练对恢复力、幸福感和倦怠的影响。设计/方法/方法在一项为期10周的主题内随访研究中，采用混合方法评估在英国服务部门工作的受训心理健康专业人员的一天恢复力培训。调查结果干预被发现是可接受的与会者，有高水平的满意度报告。通过三个时间点的自我报告测量来评估弹性。随访时心理弹性得分显著高于干预前和干预后得分。幸福感和倦怠的次要结果没有显著改善。研究局限/启示初步支持心理健康从业人员心理弹性训练的可行性和可接受性。针对特定受众的调整和后续小组协助技能实践和实施，可能进一步增强复原力的效益。弹性干预可以补充从业者培训，以提高弹性。适应力与更高的幸福感和更低的倦怠感有关。弹性训练对整体幸福感和倦怠的影响仍不确定;然而，新学到的适应力技能可能需要时间才能有益于健康。本研究的一个关键贡献是为在学习环境中实施Baker等人(2021)概述的基于技能的个人弹性模型的可行性提供了证据。
{"title":"Building resilience in early career mental health professionals","authors":"Rosalyn Nelson, Felicity Baker, Joanna Burrell, Gillian Hardy","doi":"10.1108/jmhtep-06-2022-0048","DOIUrl":"https://doi.org/10.1108/jmhtep-06-2022-0048","url":null,"abstract":"Purpose Resilience can protect against workplace stress, benefit psychological wellbeing and promote effective clinical practice in mental health professionals. The purpose of this study was to consider the feasibility and acceptability of resilience training for trainee mental health professionals based on the skills-based model of personal resilience (Baker et al. , 2021). The study also aimed to explore the impact of the training on resilience, wellbeing and burnout. Design/methodology/approach In a within-subject 10-week follow-up study, mixed methods were used to evaluate the one-day resilience training for trainee mental health professionals working in services in the UK. Findings The intervention was found to be acceptable to attendees, with high levels of satisfaction reported. Resilience was evaluated through self-report measures at three-time points. Resilience scores at follow-up were significantly higher than pre- and post-intervention scores. The secondary outcomes of wellbeing and burnout did not significantly improve. Research limitations/implications Preliminary support was found for the feasibility and acceptability of resilience training for trainee mental health practitioners. Audience-specific adaptations and follow-up groups to aid skills practice and implementation may further enhance benefits to resilience. Resilience interventions may supplement practitioner training to improve resilience. Resilience is associated with higher wellbeing and lower burnout. The impact of resilience training on overall wellbeing and burnout remains uncertain; however, newly learned resilience skills may take time to benefit wellbeing. Originality/value A key contribution of this study is to provide evidence regarding the feasibility of implementing the skills-based model of personal resilience, outlined in Baker et al. (2021), in a learning environment.","PeriodicalId":44868,"journal":{"name":"Journal of Mental Health Training Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite evidence of adverse effects, continuous antipsychotic maintenance treatment is still often the preferred intervention for people with a long-term psychotic disorder. Antipsychotic treatment should be discussed with patients and the option of deprescribing should be explored. There is, however, a lack of guidance on antipsychotic deprescribing as well as a conflict in mental health services between recovery-oriented practice, which promotes collaboration and patient choice, and the more traditional approach of promoting adherence to the clinician’s recommendation. The author conducted a literature review to gather clinical and academic perspectives on antipsychotic deprescribing in adults with a psychotic disorder in the context of recovery-oriented practice. Findings suggest that the adverse effects of long-term antipsychotic use are such that deprescribing should be considered, the challenge for nurses being to find a balance between patient autonomy and risk mitigation.
{"title":"Deprescribing antipsychotics in adults with psychotic disorders – a literature review","authors":"Joanna M Painter","doi":"10.7748/mhp.2023.e1670","DOIUrl":"https://doi.org/10.7748/mhp.2023.e1670","url":null,"abstract":"Despite evidence of adverse effects, continuous antipsychotic maintenance treatment is still often the preferred intervention for people with a long-term psychotic disorder. Antipsychotic treatment should be discussed with patients and the option of deprescribing should be explored. There is, however, a lack of guidance on antipsychotic deprescribing as well as a conflict in mental health services between recovery-oriented practice, which promotes collaboration and patient choice, and the more traditional approach of promoting adherence to the clinician’s recommendation. The author conducted a literature review to gather clinical and academic perspectives on antipsychotic deprescribing in adults with a psychotic disorder in the context of recovery-oriented practice. Findings suggest that the adverse effects of long-term antipsychotic use are such that deprescribing should be considered, the challenge for nurses being to find a balance between patient autonomy and risk mitigation.","PeriodicalId":44868,"journal":{"name":"Journal of Mental Health Training Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Good communication is essential for effective care and active listening can improve patient outcomes
良好的沟通对于有效的护理至关重要，积极倾听可以改善患者的预后
{"title":"What is active listening and how can I use it?","authors":"Norman Miller","doi":"10.7748/mhp.26.5.15.s8","DOIUrl":"https://doi.org/10.7748/mhp.26.5.15.s8","url":null,"abstract":"Good communication is essential for effective care and active listening can improve patient outcomes","PeriodicalId":44868,"journal":{"name":"Journal of Mental Health Training Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135319054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Healthcare language: how to avoid words that hurt","authors":"Jessica Bradley","doi":"10.7748/mhp.26.5.16.s9","DOIUrl":"https://doi.org/10.7748/mhp.26.5.16.s9","url":null,"abstract":"","PeriodicalId":44868,"journal":{"name":"Journal of Mental Health Training Education and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83204747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mental health staff morale hit by explosion in demand","authors":"","doi":"10.7748/mhp.26.5.7.s4","DOIUrl":"https://doi.org/10.7748/mhp.26.5.7.s4","url":null,"abstract":"","PeriodicalId":44868,"journal":{"name":"Journal of Mental Health Training Education and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90357890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Police not attending mental health call-outs ‘puts lives at risk’","authors":"","doi":"10.7748/mhp.26.5.7.s3","DOIUrl":"https://doi.org/10.7748/mhp.26.5.7.s3","url":null,"abstract":"","PeriodicalId":44868,"journal":{"name":"Journal of Mental Health Training Education and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77348998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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