Psychiatric Mental Health Nursing Research Articles

Identifying the Differences Between Quality Improvement, Evidence-based Practice, and Original Research

Emergency nurses are in a unique position to improve care through several forms of scientific inquiry. Nurses can participate in research in the emergency department in at least 3 ways. First, at the clinical practice level, ED nurses call upon a vast array of scientific knowledge to help guide clinical decision making on a daily basis. Second, at a more formal and systematic level, ED nurses participate in quality improvement (QI) projects and in evidence-based practice (EBP) reviews. Third, nurses can initiate or participate in original nursing research. Despite the increasing amount of research activities in ED settings, much confusion still exists regarding the characteristics that distinguish QI/performance improvement (PI) projects, EBP reviews, and original nursing research. Correct identification of the type of scientific inquiry that is being conducted helps in selecting appropriate methodologies and in implementing the results of any project. In this article we describe the differences between QI/PI projects, EBP reviews, and original nursing research and examine the role each form of scientific inquiry plays in advancing the science of emergency nursing. Kathy M. Baker, Member, Central Virginia Chapter, is Nursing Director, VCU Health System, Richmond, VA. Paul R. Clark, Member, Kentuckiana Chapter, is System Educator, Norton Healthcare Institute for Nursing, Louisville, KY. Deborah Henderson, Member, Greater Los Angeles County Chapter, is Associate Professor, Los Angeles Biomedical Research Institute at Harbor-UCLA Medical Center, Los Angeles, CA. Lisa A. Wolf, Member, Pioneer Valley Chapter, is Director, Institute for Emergency Nursing Research, Emergency Nurses Association, Des Plaines, IL. Margaret J. Carman, Member, Cardinal Chapter, is Assistant Professor, Duke University School of Nursing, Durham, NC. Anne Manton, Member, Mayflower Chapter, is Psychiatric-Mental Health Nurse Practitioner, Cape Cod Hospital-Cape Psychiatric Center, Hyannis, MA. Kathleen E. Zavotsky, Member, West Central New Jersey Chapter, is Director, Nursing Research, Advanced Practice and Education, Robert Wood Johnson University Hospital, New Brunswick, NJ.

Barriers to Evidence-Based Practice Utilization in Psychiatric/Mental Health Nursing

Many psychiatric/mental health nursing (PMHN) practices have been affected by old traditions and haphazard trial and error instead of by established scientific evidence. The purpose of this article is to explore and analyze the barriers surrounding evidence-based practice (EBP) in PMHN. I identify some strategies to overcome these barriers in an attempt to incorporate EBP within the framework of PMHN services. Barriers explain the lack of EBP in today's PMHN environment. The barriers identified in this research are: the nature of the evidence, the contribution of the psychiatric nursing researchers to EBP, the personal characteristics of psychiatric nurses, and organizational factors. While the barriers to EBP for PMHN practice are clearly apparent, the challenge, now, is to build up creative strategies through which psychiatric nurses are better able to provide EBP care as part of their everyday performance. Adaptation of a more dynamic form of EBP, increasing the number of PMHN researchers, conducting clinical research projects, choosing suitable journals for publication, training the psychiatric nurses about computer skills, integrating the EBP principles into nursing curricula, developing journal clubs, and offering organizational facilitators are essential prerequisites for the achievement of EBP in the PMHN field. It is no longer justifiable for psychiatric nurses to be deficient in knowledge and skill since the advantages of EBP for patients are well-documented.

The development of psychiatric and mental health nursing in Taiwan

Psychiatric mental health is critical to ensuring the health and wellbeing of individuals, families, and communities. While psychiatric mental health work continues to become increasingly complex and challenging, the demand for psychiatric nurses with evidence-based skills continues to grow. Psychiatric mental health nurses (PMHNs) are the primary providers of professional psychiatric mental health care services. PMFNs emphasize humanistic values and focus on servicing patient and family needs. In Taiwan, the Psychiatric Mental Health Nursing Association constructs the competence-credentialing model for psychiatric mental health nursing that underpins the values, attitudes, and beliefs of PMHNs and ensures that the mental health nursing practice promotes public health and wellbeing. In addition, this association promotes advanced psychiatric nursing education, research, and practice, influences the national health agenda, and discusses and disseminates information on psychiatric mental health care issues in order to influence the direction, nature, and quality of psychiatric and mental health care.

Effects of exercise programs on depressive symptoms, quality of life, and self-esteem in older people: A systematic review of randomized controlled trials

ObjectiveThis study attempted to show evidence of exercise programs as intervention to decrease depressive symptoms and to improve quality of life and self-esteem in older people. DesignSystematic review of randomized controlled trials. Data sourcesElectronic databases of KoreaMed, Korea Scientific and Technological Intelligence Center, Korean Society of Nursing Science, Korean Academy of Psychiatric Mental Health Nursing, Ovid-Medline and Embase were searched up to May 25th, 2012 for relevant articles. ReviewWe searched studies of randomized controlled trials involving exercise programs administered to participants aged 65years or over. Of 461 publications identified, 18 met the inclusion criteria for the meta-analysis. Quality assessment of the studies utilized Cochrane's Risk of Bias. ResultsExercise therapy in older people was effective, as evidenced by a decrease in depressive symptoms [standardized mean difference (SMD) −0.36; 95% confidence interval (CI) −0.64, −0.08], and improvements in quality of life (SMD 0.86; 95% CI 0.11, 1.62) and self-esteem (SMD 0.49; 95% CI 0.09, 0.88). The changes were significant statistically, with no heterogeneity. ConclusionsExercise programs in older people are effective in improving depressive symptoms, quality of life and self-esteem. Development and efficient use of tailored exercise programs for elderly people is a prudent strategy.

Development of Expert Competency Model for Preventing Adolescent Addictive Behavior and Educational Needs of Psychiatric Mental Health Nurses

Purpose: This study was conducted to develop an expert competency model for preventing adolescent addictive behavior and to analyze educational needs of psychiatric mental health nurses in Korea. Methods: The process involved competency modeling using to the expert’s delphi construction and analyzing validity using to the development of the expert competency scale. Participants were 441 experts and 137 psychiatric mental health nurses in 2 cities. Results: The expert competency model for preventing adolescent addictive behavior included positive self-worth, capability of adolescents comprehension, environment comprehension capability of adolescent, capability of inner motivation, perception of personal competency, communication skills with adolescent, addiction comprehension capability, and addiction management skills. The developed expert competency scale demonstrates good reliability and validity. Psychiatric mental health nurses’ highest educational needs from expert competency scale were addiction management skills and communication skills with adolescents. Conclusion: The study findings indicate that the expert competency model for preventing adolescent addictive behavior has good validity and reliability when applied to adolescents. It provides the first step toward developing an education program or guidelines for experts including psychiatric mental health nurses.

Relationship of Psychiatric Nurse Image, Job Satisfaction and Assertiveness of Psychiatric Mental Health Nurses

Purpose: This study was done to investigate the relation between psychiatric nurse image, job satisfaction and assertiveness of psychiatric mental health nurses. Methods: The participants for this study were 159 psychiatric nurses in G-city and J-province. The instruments were the Psychiatric Nurses Image Scale, Job Satisfaction Scale, and Assertiveness Scale. Collected data were analyzed using mean, t-test, ANOVA, and Pearson' correlation coefficients with the SPSS/WIN 20.0 program. Results: Mean scores for psychiatric nurse image, job satisfaction, and assertiveness, were 3.9±0.5 and 3.3±0.4 and 93.5±12.0 respectively. Significant positive correlations were found between psychiatric nurse image and job satisfaction (r=.51, p<.001), and assertiveness (r=.25, p=.002). Conclusion: The result indicate that nurses with higher levels of psychiatric nurses image disposition exhibit positive job satisfaction, and assertiveness. Therefore it would be helpful to provide intervention programs to improve the psychiatric nurse image, job satisfaction, and assertiveness of psychiatric nurses.

Use of a Therapeutic Communication Simulation Model in Pre-Licensure Psychiatric Mental Health Nursing: Enhancing Strengths and Transforming Challenges

Nurse educators are challenged to prepare students to graduate with a high level of communication skill to effectively work with patients, families and professional colleagues. This manuscript describes an innovative pedagogical model developed for teaching therapeutic communication skills to pre-licensure nursing students through the use of simulation. This novel, theoretically based teaching and learning strategy is a replicable model that includes student and faculty preparation; pre- and post-assignments; tools for active engagement of students as role players or observers who utilize therapeutic communication techniques and critical thinking about therapeutic communication theory; tools for self and peer evaluation; and opportunities for inter-professional communication skill development. The model also serves as an alternative milieu to the clinical site. A brief literature review provides a theoretical and socio-economic framework.

Perceived stress and coping strategies among Jordanian nursing students during clinical practice in psychiatric/mental health courses

Clinical practice in the psychiatric/mental health nursing (PMHN) field is considered a highly-stressful experience for nursing students. The purpose of the present study was to identify the degrees of stress, the types of stressors, and coping strategies perceived by undergraduate nursing students during their clinical practice in PMHN courses. A descriptive, longitudinal design was used. Sixty-five students registered in PMHN clinical courses were recruited from five Jordanian universities using a systematic random-sampling method. Data collection was conducted in the second semester of the 2012-2013 academic year at two points of time: pre-PMHN clinical training and post-PMHN training. The Basic Information Questionnaire, Perceived Stress Scale, and Coping Behavior Inventory were administered. Students' ages ranged from 20 to 25 years. The findings illustrate that the highest reported types of stressors at both data-collection times were taking care of patients, stress related to teachers and nursing staff, and from assignments and workloads. The most utilized coping strategy at both data-collection times was problem solving. The findings of the present study are useful for clinical educators in identifying nursing students' stressors, easing their learning in the clinical setting, and establishing an efficient PMHN course programme.

Mobile Apps for Psychiatric Nurses

Many health care professionals, including psychiatric nurses, are faced with increasing questions from patients about mobile applications (apps). The purpose of this article is to give psychiatric-mental health nurses (PMHNs) an overview of the world of mobile health and medical apps to answer their own questions as well as those of their patients. Mobile apps will continue to evolve; thus, this article will serve as a base for PMHNs to build knowledge and understanding to help their patients.

Psychiatric-Mental Health Nurses and the Sex Trafficking Pandemic

Nurses are in a unique position to treat survivors of human trafficking and are most likely to encounter patients who have been involved in the sex trade. In particular, psychiatric-mental health nurses can be effective because they are educated to think of clients holistically and can provide both short-term medical intervention and long-term psychotherapy. Additionally, they can recognize and refer these individuals for medical treatment. The purpose of this article is to present an overview of sex trafficking and what psychiatric-mental health nurses can do to treat survivors.

Reflections on T. Berry Brazelton, MD's Influence on Pediatric Nursing

The purpose of this article is to provide examples of Dr. Brazelton's important influence on pediatric nursing, and by extension, the work of child psychiatric mental health nurses, the care of children and families, and ultimately, the healthcare delivery system. Dr. Brazelton's professional colleagues, research, professional journals, and books. Over the past 40 years, T. Berry Brazelton has had a major impact on the development of pediatric nursing, infant mental health, and the nurse practitioner movement. He has influenced the growth and development of nursing organizations, nursing education, nursing research, nursing practice, and health policy affecting nurses.

Genetic Testing and Alzheimer’s Disease: Implications for Psychiatric-Mental Health Nursing

Alzheimer's disease (AD), the most common cause of irreversible dementia, continues to grow in prevalence as well as public health impact. Extensive research into the genetic etiology of AD has yielded knowledge of some genetic factors that are causative and other genetic factors that increase risk for disease. Consequently, the possibility of genetic testing in individuals with or at risk for AD is a question that nurses may be asked. Psychiatric-mental health (PMH) professionals are in key positions to influence the care of individuals who are considering the effect of genetic information on their health care decisions. Whether by working within interdisciplinary genetic counseling teams to provide direct specialty services or by developing skills to identify and refer individuals at risk for or concerned about their risk for AD, PMH nurses can play an important role in the health care of individuals and families experiencing AD.

Exploration of the Burnout Syndrome Occurrence Among Mental Health Nurses in Cyprus

Nurses' work-related stress might be associated with psychiatric symptoms, leading to altered professional attitudes. The aim of this study was to explore the levels of burnout and associations with anxiety and depressive symptoms among Greek-Cypriot psychiatric–mental health nurses (PMHNs). A descriptive correlational design with cross-sectional comparisons was applied. A sample of 226 PMHNs was used. Participants reported low levels of burnout. However, 10% of them manifested clinically significant anxiety and depressive symptoms. Emotional exhaustion and depersonalization were associated with depressive (r=0.562, p<0.0001, and r=0.616, p<0.0001, respectively) and anxiety (r=0.394, p<0.0001, and r=0.448, p<0.0001, respectively) symptoms. Further research investigating the biological aetiopathology of these psychological alterations is warranted.

Nurse Educators’ Perspectives on Student Development of Reflection for Psychiatric Mental Health Nursing Practice

Psychiatric nursing, in various parts of the world, including regions of Canada, is recognized as a distinct nursing profession. In psychiatric mental health nursing practice, reflection is considered a foundational skill given the relational nature of nurses' therapeutic work. Communicating the significance of reflection for practice to students and teaching this intangible skill is challenging for educators. The purpose of this qualitative study was to explore with psychiatric mental health nurse educators their views on how they develop reflective practitioners. Participants' perspectives and experiences in teaching reflective practice were captured in four themes: building the use of self as an agent of change, building skills of reflection/building the habit of reflection, building a bridge between theory and practice, and building a continuing reflective practice - from student to practitioner. Recommendations include a systematic incorporation of reflection into a curriculum and creating supportive learning environments that facilitate the development of reflective practitioners.

Self-Management of Unpleasant Auditory Hallucinations: A Tested Practice Model

Individuals who experience auditory hallucinations (AH) frequently report hearing unpleasant voices saying disturbing things to them, making derogatory remarks about them, or commanding them to do something, including harming themselves or someone else. The Self-Management of Unpleasant Auditory Hallucinations Practice Model was developed to help psychiatric-mental health nurses in both inpatient and outpatient settings implement evidence-based nursing care for voice hearers who are distressed by unpleasant voices. The model's utility extends to nursing education, administration, and research. The model is comprised of three parts: (a) Assessment of Voice Hearer's Experience, (b) Nursing Interventions, and (c) Voice Hearer's Expected Positive Outcomes. These three parts of the model describe nursing assessments conducted with an interview guide and two self-report tools, nursing interventions that teach strategies to manage unpleasant AH in a 10-session course or individually, and evaluation of voice hearer outcomes with two self-report tools.

Psychiatric Mental Health Nurses

Psychiatric Mental Health Nurses

Developing a Culture of Mentoring in Psychiatric Mental Health Nursing

Developing a Culture of Mentoring in Psychiatric Mental Health Nursing

Mentoring in Psychiatric Mental Health Nursing

Mentoring in Psychiatric Mental Health Nursing

Competency-Based Training for PMH Nurse Generalists

Suicide is the tenth leading cause of death in the United States. Approximately 90,000 psychiatric mental health (PMH) nurse generalists work in hospitals in the United States, mostly on inpatient psychiatric units where the most acutely suicidal patients are hospitalized. Although competencies have been developed for mental health clinicians in assessing and managing suicide risk, there are no standard competencies for PMH nurse generalists. Widely accepted nursing practices do not meet suicide-specific standards of care or evidence-based criteria. Although both the Commission on Collegiate Nursing Education Essentials for Baccalaureate Education and the Quality and Safety Education for Nurses competencies stress the necessity for comprehensive assessment, safe clinical practices, patient-centered care, evidence-based interventions, and interprofessional communication and collaboration, there are no specific requirements for suicide prevention training in educational and clinical programs. The American Psychiatric Nurses Association has an opportunity to provide leadership in developing, implementing, and evaluating competency-based training for nurses and partner with the national effort to increase the competencies in suicide prevention in the behavioral health workforce.

Highlights of the International Society of Psychiatric-Mental Health Nurses Annual Meeting

Highlights of the International Society of Psychiatric-Mental Health Nurses Annual Meeting