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International Journal of Environmental... Apr 2022Clinical internships that effectively incorporate the care of older adults with mental health disorders are sparse in many countries, including Taiwan. This study...
Clinical internships that effectively incorporate the care of older adults with mental health disorders are sparse in many countries, including Taiwan. This study investigated the effectiveness of a problem-based geropsychiatric clinical internship program for nursing students in Taiwan. We conducted a quasi-experimental study among 126 nursing students. Experimental and control groups received problem-based geropsychiatric and general psychiatric practice sessions, respectively. Knowledge, attitude, skills, and self-reflection were evaluated before (T1) and after (T2) measurements. There were no significant differences between the groups in knowledge, attitude, skills, and self-reflection at T1. At T2, knowledge was significantly higher in the experimental group (t = 2.39, = 0.02). Attitude, skills, and self-reflection ability did not differ between the groups at T2. Our results showed that clinical problem-based approaches can be applied in geropsychiatric mental health nursing internship programs. The problem-based approach was helpful in improving nursing students' knowledge about psychiatric symptoms and the health problems of older adults with mental illness. However, it did not significantly enhance or change the attitudes, skills, or the ability to self-reflect among students.
Topics: Aged; Clinical Competence; Education, Nursing, Baccalaureate; Humans; Inservice Training; Internship and Residency; Mental Disorders; Psychiatric Nursing; Students, Nursing
PubMed: 35409998
DOI: 10.3390/ijerph19074318 -
Archives of Psychiatric Nursing Oct 2020
Topics: Financing, Government; Forecasting; Humans; Nursing Research; Psychiatric Nursing; Science
PubMed: 33032758
DOI: 10.1016/j.apnu.2020.07.008 -
Issues in Mental Health Nursing Dec 2019
Review
Topics: Cross-Cultural Comparison; Cultural Competency; Culturally Competent Care; Humans; Nursing Research; Psychiatric Nursing
PubMed: 31194604
DOI: 10.1080/01612840.2019.1595795 -
Perspectives in Psychiatric Care Oct 2022This study assessed the current knowledge and attitudes of psychiatric nurses toward electroconvulsive therapy (ECT).
PURPOSE
This study assessed the current knowledge and attitudes of psychiatric nurses toward electroconvulsive therapy (ECT).
DESIGN AND METHODS
A quantitative, nonexperimental study was conducted at a large psychiatric hospital in the United States. The Questionnaire on Attitudes and Knowledge (QuAKE) Scale was used to conduct the assessment among a convenient sample of 158 psychiatric nurses.
FINDINGS
Participants' responses to questions that elicited knowledge of ECT ranged from 45% to 99% and positive attitudes ranged from 21% to 96%, revealing increased levels when compared with the low to average knowledge and positive attitudes noted in previous studies.
PRACTICE IMPLICATIONS
Targeted ECT education is needed among psychiatric nurses with limited knowledge and negative attitudes toward ECT.
Topics: Humans; Electroconvulsive Therapy; Attitude of Health Personnel; Psychiatric Nursing; Surveys and Questionnaires; Hospitals, Psychiatric; Health Knowledge, Attitudes, Practice
PubMed: 34964509
DOI: 10.1111/ppc.13016 -
Nurse Education Today Mar 2021Psychiatric nursing is a complex subject for nursing students due to abstract concepts and required pre-licensure competencies including collaboration and communication....
BACKGROUND
Psychiatric nursing is a complex subject for nursing students due to abstract concepts and required pre-licensure competencies including collaboration and communication. A student-centred educational approach is needed to encourage engagement and immersion in class.
OBJECTIVES
This study aimed to use students' perspectives to explore factors facilitating class immersion in a psychiatric nursing subject using team-based learning combined with flipped learning.
DESIGN
This study used a qualitative approach.
SETTINGS
Team-based learning combined with flipped learning was applied in a 3-credit psychiatric nursing subject over a 15-week semester at a university in Daejeon, South Korea.
PARTICIPANTS
Participants included 12 senior nursing students who had completed a psychiatric nursing subject.
METHODS
Data were collected using individual interviews, and analysed by reflexive thematic analysis. Data analysis was based on constructivist learning theory.
RESULTS
The following four main themes emerged, teacher as a facilitator, inquiry-based learning, collaboration, and reflection. The teacher's role as a facilitator was to guide student's self-directed learning and immersion in enjoyable classes with a non-hierarchical environment. Realistic complex problems allowed students to prepare for future clinical practice and helped students with immersion. Students actively integrated different opinions through collaboration with team members and became immersed in class. Students were able to immerse more in class through critical thinking process and immediate feedback.
CONCLUSIONS
The findings suggest that team-based learning combined with flipped learning based on constructivist learning theory may be an effective instructional approach for increasing class immersion in a psychiatric nursing subject, thereby improving instructor's design for the subject.
Topics: Curriculum; Education, Nursing, Baccalaureate; Humans; Immersion; Perception; Problem-Based Learning; Psychiatric Nursing; Republic of Korea; Students, Nursing
PubMed: 33303247
DOI: 10.1016/j.nedt.2020.104653 -
The Journal of Nursing Education Oct 2021Academic demands along with stressors inherent to daily life may be overwhelming for undergraduate psychiatric nursing students. Peer mentorship programs have been found...
BACKGROUND
Academic demands along with stressors inherent to daily life may be overwhelming for undergraduate psychiatric nursing students. Peer mentorship programs have been found to improve emotional well-being in students; however, little research is available regarding psychiatric nursing students' experiences.
METHOD
Hermeneutic phenomenology was used to answer the research question: "What are the lived experiences of mentors within an undergraduate psychiatric nursing peer mentorship program?" Nine undergraduate psychiatric nursing students with experience serving as a mentor were interviewed.
RESULTS
The participants expressed they gained important skills that are valued by the profession of psychiatric nursing. The themes identified included: support, empathy, the mentor-mentee relationship, active listening, and leadership.
CONCLUSION
Involvement in these programs may assist with fostering these skills in undergraduate psychiatric nursing students. Offering a mentorship program for undergraduate psychiatric nursing students has been demonstrated to be valuable. .
Topics: Education, Nursing; Education, Nursing, Baccalaureate; Humans; Mentors; Peer Group; Psychiatric Nursing; Students, Nursing
PubMed: 34605686
DOI: 10.3928/01484834-20210729-06 -
Perspectives in Psychiatric Care Jan 2022To investigate the effects of the psychiatric nursing course on students' beliefs toward mental illness and psychiatric nursing perceptions.
PURPOSE
To investigate the effects of the psychiatric nursing course on students' beliefs toward mental illness and psychiatric nursing perceptions.
DESIGN AND METHODS
This experimental study was carried out with 80 students enrolled for the psychiatric nursing course.
FINDINGS
The mean score of the Beliefs toward Mental Illness Scale decreased, and the mean score of the Psychiatric Nursing Perception Scale increased after the course. The difference between the measurements was statistically significant (p < 0.05).
PRACTICE IMPLICATIONS
This study shows that psychiatric nursing course is effective in decreasing students' negative beliefs toward mental illness and increasing positive psychiatric nursing perceptions. Students' attitudes about mental illness and psychiatric nursing should be determined from the very first year of their education, and their negative beliefs should be intervened with.
Topics: Attitude of Health Personnel; Education, Nursing, Baccalaureate; Humans; Mental Disorders; Psychiatric Nursing; Students, Nursing; Surveys and Questionnaires; Turkey
PubMed: 33834489
DOI: 10.1111/ppc.12796 -
Issues in Mental Health Nursing Oct 2023The integrative review's objective is to determine the effectiveness of incorporating virtual reality (VR) simulation teaching methods in pre-licensure psychiatric... (Review)
Review
The integrative review's objective is to determine the effectiveness of incorporating virtual reality (VR) simulation teaching methods in pre-licensure psychiatric nursing curricula. While the demand for skilled nurses has increased, the COVID-19 pandemic exacerbated nursing educational resource shortages and reduced the number of qualified applicants accepted into nursing schools. Psychiatric assessment and communication skills are difficult to obtain. VR simulation may present an effective solution to enhancing nursing students' psychiatric education. The integrative review was the study design. Tailored search terms were applied to the following databases: PubMed, PsycINFO, ERIC, and CINAHL Plus with Full Text. The databases were searched by title and abstract during the period January 1, 2011, through October 14, 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were applied to search strategies and results. The selected articles were evaluated using the Johns Hopkins research evidence appraisal tool. Eleven studies met the inclusion criteria for the integrative review. Study results were categorized into two main themes: (a) pedagogical approach and (b) usability. Three sub-themes emerged: (a) knowledge, (b) attitudes, and (c) skills. VR was found to be effective in increasing nursing students' knowledge; improving communication and decision-making skills; and impacting attitudes toward patients living with mental illness. VR was found to be the same as or superior to traditional and other simulation methods in teaching psychiatric nursing education to pre-licensure students. While convenient, virtual reality use involves managing technical difficulties and considering safety. VR simulation is an effective pedagogical approach for psychiatric nursing curricula and offers a potentially cost-effective alternative to traditional learning and other simulation methods.
Topics: Humans; Pandemics; Psychiatric Nursing; Curriculum; Students, Nursing; Virtual Reality
PubMed: 37672766
DOI: 10.1080/01612840.2023.2243330 -
Computer Methods and Programs in... Aug 2021The nursing assessment in the psychiatric department differ from those used in other departments considerably. We developed a psychiatric knowledge-based clinical...
BACKGROUND AND OBJECTIVES
The nursing assessment in the psychiatric department differ from those used in other departments considerably. We developed a psychiatric knowledge-based clinical decision support system (Psy-KBCDSS), which may aid nurses in solving patients' problems in the psychiatric department. In addition, we compared the sensitivity and specificity for the nursing diagnoses between the psychiatric nursing process system (Psy-NPS) and Psy-KBCDSS to determine that the Psy-KBCDSS can assist nurses in performing the nursing assessment and diagnosis.
METHODS
Visual Studio 2019 was adopted as the primary software development tool, and C# as the main development language. The concept of the nursing process was applied to develop the Psy-KBCDSS user interface. We developed a clinical diagnostic validity inference engine to calculate the frequencies of the nursing assessment items and nursing diagnoses in clinical tasks in the Psy-NPS for generating a knowledge-based database of the Psy-KBCDSS. The sensitivity and specificity for nursing diagnoses formulated by senior and junior nurses were used to determining the effectiveness of adopting Psy-NPS and Psy-KBCDSS.
RESULTS
This study include 22 nursing diagnoses commonly encountered in psychiatric wards. The top eight most common diagnoses in the Psy-NPS and Psy-KBCDSS were altered thought processes, ineffective coping, sensory and perceptual alterations, insomnia, risk for other-directed violence, anxiety, impaired social interaction, and risk for suicide. Compared with the Psy-NPS, the Psy-KBCDSS had significantly higher sensitivity for sensory and perceptual alterations, ineffective coping, and insomnia and significantly higher specificity for ineffective coping.
CONCLUSIONS
Considering its high sensitivity and specificity for various nursing diagnoses, the Psy-KBCDSS, as an empirical patient-oriented nursing clinical decision-making support system, can assist nurses in clinical nursing tasks including nursing process-based patient assessment and nursing diagnosis.
Topics: Decision Support Systems, Clinical; Humans; Nursing Diagnosis; Nursing Process; Psychiatric Nursing; Suicide
PubMed: 34015737
DOI: 10.1016/j.cmpb.2021.106128 -
Journal of Psychiatric and Mental... Dec 2022WHAT IS KNOWN ABOUT THE SUBJECT?: Poor recovery will cause harm to the quality of life and well-being of residents and that the scope of influence includes the self,...
WHAT IS KNOWN ABOUT THE SUBJECT?: Poor recovery will cause harm to the quality of life and well-being of residents and that the scope of influence includes the self, family and society. No study to date has investigated empowerment and the other multiple factors associated with personal recovery among psychiatric nursing home residents. WHAT DOES THE PAPER ADD TO EXISTING KNOWLEDGE?: The factors associated with personal recovery are empowerment, social support and global functioning. This pioneer study contributes new evidence that personal recovery is mainly predicted by empowerment, social support and global function, with empowerment exhibiting the highest predictive value. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Strengthening empowerment in mental health nursing may contribute more to the personal recovery of psychiatric nursing home residents than improving global function or social support. Mental health professionals should shift to empowerment-oriented care to improve individuals' personal recovery, such as offering more opportunities to achieve autonomy, encouraging individuals' involvement in decision-making and promoting individuals' motivation for achieving their goals. ABSTRACT: Introduction Individuals diagnosed with mental illness have a need for recovery. No study to date has investigated empowerment and the other multiple factors associated with personal recovery among psychiatric nursing home residents. Aim The study aimed to identify the factors associated with personal recovery among psychiatric nursing home residents. Methods This was a cross-sectional study with convenience sampling. Participants were recruited from a psychiatric nursing home in Northern Taiwan between April and June 2018. Data were collected through self-reported, structured questionnaires with verified reliability and validity. Descriptive and hierarchical regression analyses were performed. The present study followed the STROBE guidelines. Results The study included 158 participants. The factors associated with recovery according to bivariate associations were religious belief, psychotic symptoms, global function, social support and empowerment. In the hierarchical regression, empowerment, social support and global function were the main predictive factors of recovery, with the explained variation reaching 40.8%. Empowerment exhibited the highest predictive value for the recovery. Implications for clinical practice Strengthening empowerment in mental health nursing may contribute more to the personal recovery of psychiatric nursing home residents than improving global function or social support.
Topics: Humans; Quality of Life; Cross-Sectional Studies; Reproducibility of Results; Psychiatric Nursing; Nursing Homes
PubMed: 34957650
DOI: 10.1111/jpm.12814