Pub Date : 2021-02-17DOI: 10.1108/JMHTEP-06-2020-0040
Basharat Hussain, A. Sheikh, J. Repper, T. Stickley, S. Timmons, M. Shah
Purpose This study aims to investigate how British Pakistani people talk about their social identity, in the context of mental health, and how this shapes their experiences and perceptions of care delivered by the National Health Service, UK. Design/methodology/approach Eight narrative interviews were conducted among members of the Pakistani community living in a city in the UK. The data were analyzed using a narrative analysis approach using “social identity” as a theoretical lens. Findings Considering Pakistani service users as a single social entity, and responding with generic approaches in meeting their mental health needs, may not be helpful in achieving equitable treatment. Study participants reject a simple conceptualization of race and ethnicity and how a response based upon stereotypes is woefully inadequate. The study revealed that people from one ethnic or national background cannot be assumed to have a fixed social identity. Originality/value This study broadens understanding of how people from a single ethnic background may construct and view their social identities markedly different to others from the same ethnic group. This has implications for service providers in understanding how their clients’ social identity is treated and understood in practice.
{"title":"Recognizing service users’ diversity: social identity narratives of British Pakistanis in a mental health context","authors":"Basharat Hussain, A. Sheikh, J. Repper, T. Stickley, S. Timmons, M. Shah","doi":"10.1108/JMHTEP-06-2020-0040","DOIUrl":"https://doi.org/10.1108/JMHTEP-06-2020-0040","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate how British Pakistani people talk about their social identity, in the context of mental health, and how this shapes their experiences and perceptions of care delivered by the National Health Service, UK.\u0000\u0000\u0000Design/methodology/approach\u0000Eight narrative interviews were conducted among members of the Pakistani community living in a city in the UK. The data were analyzed using a narrative analysis approach using “social identity” as a theoretical lens.\u0000\u0000\u0000Findings\u0000Considering Pakistani service users as a single social entity, and responding with generic approaches in meeting their mental health needs, may not be helpful in achieving equitable treatment. Study participants reject a simple conceptualization of race and ethnicity and how a response based upon stereotypes is woefully inadequate. The study revealed that people from one ethnic or national background cannot be assumed to have a fixed social identity.\u0000\u0000\u0000Originality/value\u0000This study broadens understanding of how people from a single ethnic background may construct and view their social identities markedly different to others from the same ethnic group. This has implications for service providers in understanding how their clients’ social identity is treated and understood in practice.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87785931","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 : 2021-01-11DOI: 10.1108/JMHTEP-06-2020-0036
G. Hutchinson, S. Linden
This study aims to explore views and attitudes of doctors, patients and medical students in regard to Functional Neurological Disorders (FND), a common presentation in neurological and psychiatric practice.,We conducted semi-structured interviews with 11 clinicians and obtained online questionnaires from 21 patients and 75 medical students. We applied thematic analysis.,The clinician and patient surveys highlighted the importance of the therapeutic relationship and need for transparent communication. However, patients criticised excessive reliance on online resources in doctor–patient communication. They also emphasised the relevance of triggering life events, which was not a prominent theme for clinicians. Medical students had only scant knowledge of the concept of functional neurological disorder.,A good therapeutic relationship is considered central for outcome of FND by both clinicians and patients. The survey of medical students has identified considerable gaps in undergraduate medical education in FND. The patient survey can inform recommendations for the explanation of aetiological models and treatment options in clinical practice.,This is the first study exploring the attitudes of clinicians, medical students and patients to FND. The study highlights potential areas of disagreement between these groups.
{"title":"The challenge of functional neurological disorder – views of patients, doctors and medical students","authors":"G. Hutchinson, S. Linden","doi":"10.1108/JMHTEP-06-2020-0036","DOIUrl":"https://doi.org/10.1108/JMHTEP-06-2020-0036","url":null,"abstract":"This study aims to explore views and attitudes of doctors, patients and medical students in regard to Functional Neurological Disorders (FND), a common presentation in neurological and psychiatric practice.,We conducted semi-structured interviews with 11 clinicians and obtained online questionnaires from 21 patients and 75 medical students. We applied thematic analysis.,The clinician and patient surveys highlighted the importance of the therapeutic relationship and need for transparent communication. However, patients criticised excessive reliance on online resources in doctor–patient communication. They also emphasised the relevance of triggering life events, which was not a prominent theme for clinicians. Medical students had only scant knowledge of the concept of functional neurological disorder.,A good therapeutic relationship is considered central for outcome of FND by both clinicians and patients. The survey of medical students has identified considerable gaps in undergraduate medical education in FND. The patient survey can inform recommendations for the explanation of aetiological models and treatment options in clinical practice.,This is the first study exploring the attitudes of clinicians, medical students and patients to FND. The study highlights potential areas of disagreement between these groups.","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"7 1","pages":"123-138"},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73265524","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 : 2021-01-04DOI: 10.1108/jmhtep-08-2019-0043
S. Levinson, P. Nel, Louise-Margaret Conlan
Purpose There is a gap in the literature regarding the experiences of newly qualified Clinical Psychologists (NQCPs) working within Child and Adolescent Mental Health Services (CAMHS) in the National Health Service (NHS). This paper aims to explore three aspects of newly qualified Clinical Psychologists’ experiences: their transition and development; working in multi-disciplinary teams located in large organisations; and support and coping in the role. Design/methodology/approach Seven participants each engaged in one semi-structured interview, and an interpretative phenomenological analysis was conducted. Findings Three super-ordinate themes emerged from the analysis: A big jump, the transition from trainee to NQCP; The support of home comforts, old and new; and Acknowledging and desiring ongoing development. Originality/value Implications and recommendations for both Clinical Psychology training programmes and NHS employers are discussed, to support the development and wellbeing of this staff group, and in turn the clinical population they serve. These include gradually increasing caseloads on training, a staggered workload at the outset of the transition, and CAMHS teams ensuring appropriate supervision for NQCPs.
{"title":"Experiences of newly qualified clinical psychologists in CAMHS","authors":"S. Levinson, P. Nel, Louise-Margaret Conlan","doi":"10.1108/jmhtep-08-2019-0043","DOIUrl":"https://doi.org/10.1108/jmhtep-08-2019-0043","url":null,"abstract":"\u0000Purpose\u0000There is a gap in the literature regarding the experiences of newly qualified Clinical Psychologists (NQCPs) working within Child and Adolescent Mental Health Services (CAMHS) in the National Health Service (NHS). This paper aims to explore three aspects of newly qualified Clinical Psychologists’ experiences: their transition and development; working in multi-disciplinary teams located in large organisations; and support and coping in the role.\u0000\u0000\u0000Design/methodology/approach\u0000Seven participants each engaged in one semi-structured interview, and an interpretative phenomenological analysis was conducted.\u0000\u0000\u0000Findings\u0000Three super-ordinate themes emerged from the analysis: A big jump, the transition from trainee to NQCP; The support of home comforts, old and new; and Acknowledging and desiring ongoing development.\u0000\u0000\u0000Originality/value\u0000Implications and recommendations for both Clinical Psychology training programmes and NHS employers are discussed, to support the development and wellbeing of this staff group, and in turn the clinical population they serve. These include gradually increasing caseloads on training, a staggered workload at the outset of the transition, and CAMHS teams ensuring appropriate supervision for NQCPs.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73650577","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 : 2021-01-01DOI: 10.1108/JMHTEP-01-2021-0003
J. Oates, Rasiha Hassan, S. Coster
{"title":"“We’re giving them the tools.” A qualitative study of nursing students working with Recovery College trainers to support student wellbeing","authors":"J. Oates, Rasiha Hassan, S. Coster","doi":"10.1108/JMHTEP-01-2021-0003","DOIUrl":"https://doi.org/10.1108/JMHTEP-01-2021-0003","url":null,"abstract":"","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78271124","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 : 2020-12-14DOI: 10.1108/jmhtep-08-2020-0054
L. Brown, Barbara J. Mason, Madeline M. Carter
Purpose Research has identified that workplace bullying is a significant problem within health care, with health-care trainees at particular risk. The purpose of this study is to explore the experiences of workplace bullying from the perspectives of trainee clinical psychologists. Design/methodology/approach A total of 14 trainee clinical psychologists recruited from British universities participated in semi-structured telephone interviews. Qualitative data was analysed using thematic analysis. Findings The analysis generated four main themes: workplace bullying “activating threat responses”, the process of trainee clinical psychologists “making sense of bullying”, “difficulties navigating power within the system” when experiencing and reporting bullying and “finding safety and support” within and outside of work contexts. Originality/value To the best of the authors’ knowledge, this is the first known study of workplace bullying specifically within clinical psychology. The research has implications for guidance for training institutions and professional bodies associated with trainee mental health professionals.
{"title":"Workplace bullying from the perspectives of trainee clinical psychologists","authors":"L. Brown, Barbara J. Mason, Madeline M. Carter","doi":"10.1108/jmhtep-08-2020-0054","DOIUrl":"https://doi.org/10.1108/jmhtep-08-2020-0054","url":null,"abstract":"\u0000Purpose\u0000Research has identified that workplace bullying is a significant problem within health care, with health-care trainees at particular risk. The purpose of this study is to explore the experiences of workplace bullying from the perspectives of trainee clinical psychologists.\u0000\u0000\u0000Design/methodology/approach\u0000A total of 14 trainee clinical psychologists recruited from British universities participated in semi-structured telephone interviews. Qualitative data was analysed using thematic analysis.\u0000\u0000\u0000Findings\u0000The analysis generated four main themes: workplace bullying “activating threat responses”, the process of trainee clinical psychologists “making sense of bullying”, “difficulties navigating power within the system” when experiencing and reporting bullying and “finding safety and support” within and outside of work contexts.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first known study of workplace bullying specifically within clinical psychology. The research has implications for guidance for training institutions and professional bodies associated with trainee mental health professionals.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88835748","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 : 2020-12-12DOI: 10.1108/jmhtep-12-2019-0064
M. Narayanasamy, L. Thomson, C. Coole, F. Nouri, A. Drummond
Purpose There has been little research into the use and efficacy of Mental Health First Aid (MHFA) across UK workplaces. This paper aims to investigate the implementation of MHFA across six UK organisations, identifying key barriers and facilitators. Design/methodology/approach Twenty-seven workplace representatives were recruited from six organisations through purposive sampling and took part in semi-structured interviews exploring their experiences of workplace MHFA. The data underwent thematic analysis, identifying key themes around implementation. Findings Implementation varied across organisations, including different reasons for initial interest in the programme, and variable ways that MHFA-trained employees operated post-training. Key barriers to successful implementation included negative attitudes around mental health, the perception that MHFA roles were onerous, and employees’ reluctance to engage in the MHFA programme. Successful implementation was perceived to be based on individual qualities of MHFA instructors and good practice demonstrated by trained individuals in the workplace. The role of the inner organisational setting and employee characteristics were further highlighted as barriers and facilitators to effective implementation. Research limitations/implications MHFA is a complex intervention, presenting in different ways when implemented into complex workplace settings. As such, traditional evaluation methods may not be appropriate for gaining insights into its effectiveness. Future evaluations of workplace MHFA must consider the complexity of implementing and operationalising this intervention in the workplace. Originality/value This study is the first to highlight the factors affecting successful implementation of MHFA across a range of UK workplaces.
{"title":"Investigating the barriers and facilitators to implementing mental health first aid in the workplace: a qualitative study","authors":"M. Narayanasamy, L. Thomson, C. Coole, F. Nouri, A. Drummond","doi":"10.1108/jmhtep-12-2019-0064","DOIUrl":"https://doi.org/10.1108/jmhtep-12-2019-0064","url":null,"abstract":"\u0000Purpose\u0000There has been little research into the use and efficacy of Mental Health First Aid (MHFA) across UK workplaces. This paper aims to investigate the implementation of MHFA across six UK organisations, identifying key barriers and facilitators.\u0000\u0000\u0000Design/methodology/approach\u0000Twenty-seven workplace representatives were recruited from six organisations through purposive sampling and took part in semi-structured interviews exploring their experiences of workplace MHFA. The data underwent thematic analysis, identifying key themes around implementation.\u0000\u0000\u0000Findings\u0000Implementation varied across organisations, including different reasons for initial interest in the programme, and variable ways that MHFA-trained employees operated post-training. Key barriers to successful implementation included negative attitudes around mental health, the perception that MHFA roles were onerous, and employees’ reluctance to engage in the MHFA programme. Successful implementation was perceived to be based on individual qualities of MHFA instructors and good practice demonstrated by trained individuals in the workplace. The role of the inner organisational setting and employee characteristics were further highlighted as barriers and facilitators to effective implementation.\u0000\u0000\u0000Research limitations/implications\u0000MHFA is a complex intervention, presenting in different ways when implemented into complex workplace settings. As such, traditional evaluation methods may not be appropriate for gaining insights into its effectiveness. Future evaluations of workplace MHFA must consider the complexity of implementing and operationalising this intervention in the workplace.\u0000\u0000\u0000Originality/value\u0000This study is the first to highlight the factors affecting successful implementation of MHFA across a range of UK workplaces.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90881942","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 : 2020-12-10DOI: 10.1108/jmhtep-03-2020-0017
Seyedmohammad Mirhosseini, M. Bazghaleh, M. Basirinezhad, A. Abbasi, H. Ebrahimi
Purpose Students’ academic achievement is a multifaceted phenomenon. While depression can suppress academic performance, academic satisfaction can promote it. This study aims to investigate the relationship between depression and academic satisfaction among students studying at Shahroud University of Medical Sciences. Design/methodology/approach This cross-sectional study was carried out on 312 undergraduate students of Shahroud University of Medical Sciences. Data collection tools included demographic data form, University Student Depression Inventory and academic satisfaction scale. Data were collected by a simple random sampling method and self-reporting by the participants. Data were analyzed using descriptive and inferential statistics (multivariate multiple regression analysis and multivariate linear regression). Findings The participants’ mean depression and academic satisfaction scores were 71.92 ± 22.94 and 53.70 ± 9.69, respectively. In addition, the depression score was significantly and inversely correlated with students' academic satisfaction (r = −0.122, p-value = 0.031). Moreover, there was a significant correlation between students’ depression with marital status, level of the semester, interest in the field of study and study topic. Research limitations/implications This study emphasizes improving education, spiritual and social support and strengthens strategies to deal with depression and medical science students’ related factors. Originality/value Students of medical sciences are exposed to depression during their college years, which is related to their academic satisfaction.
{"title":"The relationship between depression and academic satisfaction in medical science students","authors":"Seyedmohammad Mirhosseini, M. Bazghaleh, M. Basirinezhad, A. Abbasi, H. Ebrahimi","doi":"10.1108/jmhtep-03-2020-0017","DOIUrl":"https://doi.org/10.1108/jmhtep-03-2020-0017","url":null,"abstract":"\u0000Purpose\u0000Students’ academic achievement is a multifaceted phenomenon. While depression can suppress academic performance, academic satisfaction can promote it. This study aims to investigate the relationship between depression and academic satisfaction among students studying at Shahroud University of Medical Sciences.\u0000\u0000\u0000Design/methodology/approach\u0000This cross-sectional study was carried out on 312 undergraduate students of Shahroud University of Medical Sciences. Data collection tools included demographic data form, University Student Depression Inventory and academic satisfaction scale. Data were collected by a simple random sampling method and self-reporting by the participants. Data were analyzed using descriptive and inferential statistics (multivariate multiple regression analysis and multivariate linear regression).\u0000\u0000\u0000Findings\u0000The participants’ mean depression and academic satisfaction scores were 71.92 ± 22.94 and 53.70 ± 9.69, respectively. In addition, the depression score was significantly and inversely correlated with students' academic satisfaction (r = −0.122, p-value = 0.031). Moreover, there was a significant correlation between students’ depression with marital status, level of the semester, interest in the field of study and study topic.\u0000\u0000\u0000Research limitations/implications\u0000This study emphasizes improving education, spiritual and social support and strengthens strategies to deal with depression and medical science students’ related factors.\u0000\u0000\u0000Originality/value\u0000Students of medical sciences are exposed to depression during their college years, which is related to their academic satisfaction.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88371544","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 : 2020-12-04DOI: 10.1108/jmhtep-03-2020-0014
L. Hopkins, G. Pedwell, Katie S Wilson, Prunella Howell-Jay
Purpose The purpose of this study was to identify and understand the barriers and enablers to the implementation of youth peer support in a clinical mental health service. The development of a lived experience workforce in mental health is a key component of policy at both the state and the federal level in Australia. Implementing a peer workforce within existing clinical services, however, can be a challenging task. Furthermore, implementing peer support in a youth mental health setting involves a further degree of complexity, involving a degree of care for young people being invited to provide peer support when they may be still early in their own recovery journey. Design/methodology/approach This paper reports on a formative evaluation of the beginning stages of implementation of a youth peer workforce within an existing clinical mental health service in Melbourne. Findings The project found that it was feasible and beneficial to implement youth peer support; however, significant challenges remain, including lack of appropriate training for young people, uncertainty amongst clinical staff about the boundaries of the peer role and the potential for “tokenism” in the face of slow cultural change across the whole service. Originality/value Very little evaluation has yet been undertaken into the effectiveness of implementing peer support in youth mental health services. This paper offers an opportunity to investigate where services may need to identify strengths and address difficulties when undertaking future implementation efforts.
{"title":"Implementing youth peer support in an early psychosis program","authors":"L. Hopkins, G. Pedwell, Katie S Wilson, Prunella Howell-Jay","doi":"10.1108/jmhtep-03-2020-0014","DOIUrl":"https://doi.org/10.1108/jmhtep-03-2020-0014","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study was to identify and understand the barriers and enablers to the implementation of youth peer support in a clinical mental health service. The development of a lived experience workforce in mental health is a key component of policy at both the state and the federal level in Australia. Implementing a peer workforce within existing clinical services, however, can be a challenging task. Furthermore, implementing peer support in a youth mental health setting involves a further degree of complexity, involving a degree of care for young people being invited to provide peer support when they may be still early in their own recovery journey.\u0000\u0000\u0000Design/methodology/approach\u0000This paper reports on a formative evaluation of the beginning stages of implementation of a youth peer workforce within an existing clinical mental health service in Melbourne.\u0000\u0000\u0000Findings\u0000The project found that it was feasible and beneficial to implement youth peer support; however, significant challenges remain, including lack of appropriate training for young people, uncertainty amongst clinical staff about the boundaries of the peer role and the potential for “tokenism” in the face of slow cultural change across the whole service.\u0000\u0000\u0000Originality/value\u0000Very little evaluation has yet been undertaken into the effectiveness of implementing peer support in youth mental health services. This paper offers an opportunity to investigate where services may need to identify strengths and address difficulties when undertaking future implementation efforts.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80566043","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 : 2020-12-03DOI: 10.1108/jmhtep-06-2020-0044
R. Hall, L. Moxham, Dana Perlman, Amy Tapsell
Purpose The experiences of clinical facilitators working within non-conventional mental health settings have not yet been explored. The purpose of this paper is to explore the experiences of clinical facilitators when facilitating nursing student learning within a non-conventional mental health clinical placement. Design/methodology/approach This study adopted a qualitative phenomenological approach. The participants in this study were five registered nurses who had facilitated students at a non-conventional mental health clinical placement called Recovery Camp. Individual in-depth interviews were conducted. Findings The facilitators experiences could be understood through two main themes: facilitator skills and opportunities for student learning. Recovery Camp allowed the facilitators to build on their own nursing and facilitation skills, while examining themselves as a mental health nurse. "Being with" students (immersive engagement) enabled opportunistic and rare learning moments. Originality/value To the best of the authors' knowledge, this is the first known study to explore the experiences of clinical facilitators working in a non-conventional mental health placement. Publication Details Hall, R., Moxham, L., Perlman, D. & Tapsell, A. (2020). Non-conventional clinical placements and the experience of the facilitator: a phenomenology study. The Journal of Mental Health Training, Education and Practice, Online First This journal article is available at Research Online: https://ro.uow.edu.au/ihmri/1555 Non-conventional clinical placements and the experience of the facilitator: a phenomenology study Authors Ms Renee Hall BN(Hons), Grad. Cert. MHN, M MHN(NP) Professor Lorna Moxham RN, MHN, PhD(CQU), MEd(UNSW), BHSc(UWS), DASc(MIHE), Cert OH&S(CQU), Cert Qual Mngmt(CQU), Cert IV Training & Assessment(CQIT), FACMHN, FACN. Dr Dana Perlman – B.Ed(Physical Education Major and Health Education Minor), M.S.(Educational Leadership), PhD(Sport Pedagogy) Ms Amy Tapsell BA(Psychology), MPH(Health Promotion) Affiliations University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. School of Nursing, Faculty of Science Medicine and Health, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. School of Education, Faculty of Social Sciences, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. b#, Global Challenges Program, Research and Innovation Division. University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. Illawarra Health and Medical Research Institute (IHMRI), University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. #Corresponding Author Professor Lorna Moxham School of Nursing, Faculty of Science Medicine and Health, University of Wollongong Northfields Avenue, Wollongong, New South Wales. Australia. 2522 Email: lmoxham@uow.edu.au Phone: +612 4239 2559 Twitter: @LornaMoxham Acknowledgements The authors wish to thank the clinical facilitators who participated in this study. Declarations of int
{"title":"Non-conventional clinical placements and the experience of the facilitator: a phenomenology study","authors":"R. Hall, L. Moxham, Dana Perlman, Amy Tapsell","doi":"10.1108/jmhtep-06-2020-0044","DOIUrl":"https://doi.org/10.1108/jmhtep-06-2020-0044","url":null,"abstract":"Purpose The experiences of clinical facilitators working within non-conventional mental health settings have not yet been explored. The purpose of this paper is to explore the experiences of clinical facilitators when facilitating nursing student learning within a non-conventional mental health clinical placement. Design/methodology/approach This study adopted a qualitative phenomenological approach. The participants in this study were five registered nurses who had facilitated students at a non-conventional mental health clinical placement called Recovery Camp. Individual in-depth interviews were conducted. Findings The facilitators experiences could be understood through two main themes: facilitator skills and opportunities for student learning. Recovery Camp allowed the facilitators to build on their own nursing and facilitation skills, while examining themselves as a mental health nurse. \"Being with\" students (immersive engagement) enabled opportunistic and rare learning moments. Originality/value To the best of the authors' knowledge, this is the first known study to explore the experiences of clinical facilitators working in a non-conventional mental health placement. Publication Details Hall, R., Moxham, L., Perlman, D. & Tapsell, A. (2020). Non-conventional clinical placements and the experience of the facilitator: a phenomenology study. The Journal of Mental Health Training, Education and Practice, Online First This journal article is available at Research Online: https://ro.uow.edu.au/ihmri/1555 Non-conventional clinical placements and the experience of the facilitator: a phenomenology study Authors Ms Renee Hall BN(Hons), Grad. Cert. MHN, M MHN(NP) Professor Lorna Moxham RN, MHN, PhD(CQU), MEd(UNSW), BHSc(UWS), DASc(MIHE), Cert OH&S(CQU), Cert Qual Mngmt(CQU), Cert IV Training & Assessment(CQIT), FACMHN, FACN. Dr Dana Perlman – B.Ed(Physical Education Major and Health Education Minor), M.S.(Educational Leadership), PhD(Sport Pedagogy) Ms Amy Tapsell BA(Psychology), MPH(Health Promotion) Affiliations University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. School of Nursing, Faculty of Science Medicine and Health, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. School of Education, Faculty of Social Sciences, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. b#, Global Challenges Program, Research and Innovation Division. University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. Illawarra Health and Medical Research Institute (IHMRI), University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. #Corresponding Author Professor Lorna Moxham School of Nursing, Faculty of Science Medicine and Health, University of Wollongong Northfields Avenue, Wollongong, New South Wales. Australia. 2522 Email: lmoxham@uow.edu.au Phone: +612 4239 2559 Twitter: @LornaMoxham Acknowledgements The authors wish to thank the clinical facilitators who participated in this study. Declarations of int","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82712794","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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