Psychiatric Nursing Education Research Articles

Teaching psychiatric nursing with films during the COVID-19 pandemic: A qualitative study.

Interactive learning environments are known to be among the most effective methods used in education. Some of the interactive methods used in psychiatric nursing education are simulations, group discussions, case studies and video and film presentations. In psychiatric nursing education, cinematic films are among the online methods used. It is known that films used in psychiatric nursing education are useful for understanding mental disorders, the nurse-patient relationship, the roles of the nurse and the therapeutic environment. The COVID-19 pandemic deeply affected nursing education, and the difficulties faced gave rise to many new perspectives. After this period, it is of prime importance to update the nursing curriculum and develop new strategies in clinical practice. Teaching with films can help students to understand people's feelings, make sense of them and empathize. This method can have an emotional impact on student nurses and take learning to a deeper level beyond simple theoretical understanding. The findings of the study suggest that teaching through film is an effective method that can be used practically in psychiatric nursing education. Standardizing these practices may be an effective strategy for developing students' professional identity as nurses. This study is focused on undergraduate students, but has implications for nurses in continuing education and professional development of nurses in developing a positive perspective towards psychiatric patients, increasing self-awareness and reducing prejudices. INTRODUCTION: The COVID-19 pandemic affected many areas of life and had a negative effect on education. This study investigated the impacts of using film as a method of education in students who were taking Psychiatric Nursing class during the COVID-19 pandemic, examining how this method contributed to theoretical and clinical practices of the students, their personal development and their viewpoint on psychiatric patients. This study adopted a qualitative research design. The study data were collected from 15 nursing students in June 2022. Interviews were conducted, audiotaped and transcribed verbatim. The method of education via film made contributions such as better theoretical understanding of the subjects taught, acquisition of analytical thinking skills and greater awareness of professional nursing skills and care practices. The students developed their professional perspectives, and their motivation increased. Using film is effective and practical when used in psychiatric nursing education. Standardizing these practices may be an effective strategy for developing students' sense of their identity as professional nurses. This study relates directly to undergraduate students and also has implications for nurses undergoing continuing education and professional development.

Psychiatric nurse and educator perspectives on professional boundaries in nursing education: An interpretive description study

BackgroundPsychiatric nurses are responsible for maintaining professional boundaries. However, professional boundaries are as described as unclear and psychiatric nursing students are at risk of crossing these boundaries. Educational instruction regarding professional boundaries within psychiatric nursing often lacks foundational structure placing students at risk of transgressions. PurposeThe purpose of the study was to describe boundaries in psychiatric nursing practice, identify strategies effective in teaching professional boundaries, and inform curriculum development in psychiatric nursing education. MethodInterpretive description was utilized to answer: How do psychiatric nurse educators interpret and explain professional boundaries in psychiatric nursing undergraduate education? Psychiatric nurse educators and psychiatric nurses were recruited from an academic institution in western Canada. Twenty participants engaged in semi-structured interviews. Eight of those participants also attended a focus group. ResultParticipants reported that ‘textbook’ definitions of boundaries were insufficient in illustrating the complexities of the construct. Rather, relational forms of learning such as educators sharing clinical stories, role play activities, clinical supervision, and clinical debriefing were described as helpful strategies. ConclusionFoundational knowledge regarding professional boundaries in psychiatric nursing practice appears to be incorporated in the formal curriculum. However, learning is enhanced through the informal and hidden curriculum.

A model for the involvement of service users as instructors into the psychiatric nursing curriculum in Korea: A qualitative study on participation experience.

For many years, attempts have been made to incorporate service users into psychiatric nursing education, particularly in European countries and Australia. In Asian countries, however, concrete examples of this are notably scarce, and the limited instances of implementation lack the necessary systematic organisation and long-term sustainability. This study systematically planned and implemented a psychiatric nursing curriculum that integrated service users in Korea. It explored the experiences of 14 nursing students and four service users (who participated as instructors) who participated in these classes. Content analysis was performed on the results of focus group interviews with the participants. Owing to the participation of service users in the programme, students focused more on the patients as human beings, with the contexts of their individual lives, rather than on their diseases. The process facilitated a deeper grasp of person-centred psychiatric nursing and heightened student engagement in the learning process. The service users' experiences as instructors breathed new meaning into their psychiatric distress as an opportunity for new possibilities and helped them view themselves in a positive light, as members of society with self-esteem. They made great efforts to perform well in their role as instructors. These findings provide substantial evidence to support the expanded and sustained implementation of service user participation in future psychiatric nursing education. Establishing a national consortium to foster and support service user instructors could greatly improve psychiatric nursing education and related outcomes.

표준화 환자를 활용한 정신간호 시뮬레이션 교육의 디브리핑 내용분석

The purpose of this study was to investigate the educational experiences of nursing students by analyzing the debriefing content of psychiatric nursing simulation education using standardized patients. The subjects of the study were fourth-year nursing students, and 41 debriefing records written by them were analyzed using content analysis. The results of the study showed that nursing students demonstrated proficiency in assessing, diagnosing, and intervening in patient issues during simulation education, akin to their performance in clinical practice settings. Despite encountering challenges such as embarrassment, anxiety/fear, and contertransference, the students expressed satisfaction with their ability to engage in diverse nursing interventions, facilitated by an integrated process that combined theoretical knowledge with practical application. In conclusion, it was possible to examine the learning processes and experiences of nursing students by employing content analysis of debriefing in psychiatric nursing simulation education using standardized patients. The outcomes of this research contribute to the advancement of effective educational strategies within the realm of psychiatric nursing education for nursing students.

Scaffolded Simulation in Psychiatric Mental Health Nursing Education

Objectives: The purpose of this study was to investigate the impacts of using scaffolded clinical simulations on nursing students’ confidence in clinical reasoning, clinical judgment, and critical thinking skills. Next, we also attempted to gain insights into students’ perceptions of the benefits of scaffolded clinical simulations. Method: We used a mixed-methods research design to investigate the impacts of using scaffolded clinical simulations on 133 second-semester baccalaureate nursing students’ confidence in clinical reasoning, clinical judgment, and critical thinking skills. Results: Findings from this study indicate that students who perceived the benefits of scaffolded simulation activities (i.e., peer observations, debriefings, and self-reflections) were more likely to engage in this deep learning process, which in turn led to their higher confidence in clinical reasoning, clinical judgment, and critical thinking skills. Conclusions: This study demonstrates that scaffolded simulations in psychiatric clinical settings, coupled with the novice to expert model in nursing education, are a valuable tool for preparing nursing students for the rigors of clinical practice, despite decreased in-person client experiences in nursing programs. Implications: This study has implications for designing and implementing scaffolded clinical simulations that foster clinical judgment and help students perform tasks with which they are already familiar, while new responsibilities are introduced throughout the semester.

Innovations in teaching during the COVID-19 pandemic: comparisons of the impacts of different teaching approaches in psychiatric nursing on undergraduate nursing students

BackgroundPsychiatric nursing education was significantly impacted during the COVID-19 pandemic, and innovative teaching can be challenging. This study aims to compare the effectiveness of four approaches to psychiatric nursing education in the context of the pandemic.MethodsA quasi-experimental design was adopted. Students were subjected to different teaching designs: face-to-face teaching (Class A in 2021), blended teaching with flipped classroom using roleplay (Class B in 2021), live broadcast teaching (Class A in 2022), and online blended teaching with flipped classroom using case studies (Class B in 2022). Multivariable logistic regression was used to analyse the outcomes in terms of academic performance and course workload.ResultsThe number of valid data points was 270. The results indicated that compared with Class A in 2021, the two classes in 2022 achieved significantly higher academic performance scores, and Class B in 2021 exhibited a significantly lower workload. Compared with Class A in 2022, Class B in 2021 exhibited a significantly lower workload. Compared with Class B in 2022, Class B in 2021 exhibited a significantly lower workload and achieved lower academic performance scores.ConclusionThis study demonstrated that innovative teaching designs for psychiatric nursing offer advantages with regard to either facilitating academic performance or optimizing learners’ task loads. Furthermore, blended learning is a promising teaching approach in the context of the COVID-19 pandemic. Future teaching initiatives could adopt student-centred constructive learning designs and ensure feasible teaching.

Consumer Involvement in Psychiatric Nursing Education: An Analysis of South Korean Students’ Experiences

This study examined the experiences of South Korean nursing students in a psychiatric nursing class with consumer involvement. Data on 98 nursing students were collected in June 2021 and analysed using content analysis of participants’ journals. Our qualitative study design adheres to the COREQ checklist for qualitative studies. Four main categories and subcategories were identified: (1) reflection, (2) learning, (3) preparation for the future, and (4) requirements. The findings demonstrated that applying consumer involvement to psychiatric nursing education is an innovative and effective strategy to correct negative prejudices among nursing students against people with mental illness.

Mapping the research hotspots and theme trends of simulation in nursing education: A bibliometric analysis from 2005 to 2019

BackgroundSimulation-based nursing training has been used incorporated into nursing education for decades, however, there is limited information related to simulation research hotspots and theme trends over time. ObjectivesTo investigate the research hotspots and theme trends of simulation in nursing education through bibliometric analysis. MethodsRelevant articles on simulation in nursing education published between 2005 and 2019 were retrieved from PubMed. The Bibliographic Item Co-occurrence Matrix Builder (BICOMB) was used to extract and quantitatively analyze the Medical Subject Headings (MeSH) terms and subheadings. The biclustering analysis was conducted using gCluto1.0 to identify the research hotspots. A strategic diagram was employed to reveal the development trend of the theme. ResultsA total of 4102 publications were retrieved from PubMed showing an overall increasing trend. Based on the results, the United States was the most productive country (2868,55.7 %), the journal Nurse Education Today journal was the top journal concerning this field, and Cooper SJ and Holtschneider ME were authors with the highest number of publications on this topic. Quantitative and co-word biclustering analyses were used in this study. The research hotspots in recent 5 years were focused on: (1) interprofessional simulation in patient-care teams; (2) patient simulation in psychiatric nursing education; (3) virtual reality simulation (VRS) in midwifery and nursing education; (4) simulation in critical care nurses' continuing education/training, and (5) simulation in pediatric resuscitation education. The strategic diagram showed that the VRS in midwifery and nursing education might have a significant potential to become an emerging hotspot soon. ConclusionThe research literature production of simulation in nursing education was increasing over the past 15 years. Through co-word biclustering analysis, five research hotspots were identified. Among them, simulation in psychiatric education and critical care continuing education had a central priority that researchers should pay further attention to, and VRS could be the major trend for future study. Furthermore, this study described the overall range of research interests and provided ideas for innovative and efficient research projects.

Strategies Used to Teach Professional Boundaries Psychiatric Nursing Education

Issues in understanding professional boundaries have been reported amongst student psychiatric nurses. Nursing students are at risk of crossing and violating professional boundaries as they are inexperienced in maintaining therapeutic relationships. Despite these challenges, there was a lack of literature regarding boundary instruction in psychiatric nursing education. Interpretative description was applied as method to answer: What strategies do psychiatric nurse educators utilize to teach professional boundaries to undergraduate students? Eleven educators and nine psychiatric nurses were interviewed. Data was analyzed using an inductive approach. Eight participants also attended a focus group to help refine analysis. Boundary instruction strategies included sharing stories, reflective activities, discussion in clinical settings, role modeling, and role play. Boundary instruction should be incorporated into psychiatric nursing curriculum in a deliberate manner to ensure students are exposed to the topic in meaningful ways throughout their academic career.

Effects of Situation-Based Flipped Learning and Gamification as Combined Methodologies in Psychiatric Nursing Education: A Quasi-Experimental Study.

In psychiatric nursing courses, students learn about patients with mental illnesses or types of distress that may not be common in their daily lives. Consequently, some students experience difficulties interacting with patients. Therefore, new learning models that depart from the traditional one-way learning methods, engage students in clinical settings, and increase their motivation are needed. Situation-based flipped learning combined with gamification can improve nursing students’ care for patients with mental health problems. A total of 102 nursing students from a university in G Metropolitan City, Korea were randomly and equally divided into experimental and control groups. The experimental group participated in an eight-week psychiatric nursing program that included situation-based flipped learning combined with gamification. The control group participated in the traditional team-based lectures. After the program, both groups’ learning attitudes, problem-solving abilities, and empathetic responses were measured. The experimental group showed improved problem-solving (F = 4.012, p = 0.048) and empathetic abilities (t = −2.014, p = 0.047) after participating in situation-based flipped learning combined with gamification. The program was effective in helping students empathize with their patients and improve their problem-solving skills. Future curricula should be developed to incorporate flipped learning to nurture the practical competencies required for medical professionals, particularly in psychiatric nursing education.

Multidisciplinary team members' perceptions regarding advanced psychiatric nurses' attitudes on mental healthcare.

BackgroundThe attitudes of advanced psychiatric nurses significantly contribute to the management, treatment plan and care of the mental healthcare users, and resultantly affects the quality and standards of mental healthcare. Considering these effects, it is imperative to understand how the attitudes of advanced psychiatric nurses are perceived by other multidisciplinary team members.AimTo describe the perceptions of the multidisciplinary team members regarding advanced psychiatric nurses’ attitudes in clinical practice.SettingThree mental health institutions were utilised to obtain the perceptions related to the attitudes displayed by advanced psychiatric nurses in the clinical environment.MethodA qualitative research descriptive approach was adopted to obtain in-depth descriptions of the attitudes portrayed by advanced psychiatric nurses. Eight purposefully sampled multidisciplinary team members were interviewed to obtain information. Data were analysed using Colaizzi’s method.ResultsThemes and sub-themes emerged. Mental healthcare providers exhibited both negative and positive attitudes towards mental health patients. By perception, unfavorable attitudes hindered effective communication and psychosocial rehabilitation programs for mental health patients. Positivity enhanced feedback during ward rounds and during clinical meetings.ConclusionDespite the positive impact advanced psychiatric nurses have on mental health care, views regarding mental health patients remain negative. It is recommended that advanced psychiatric nursing education curriculum address negative attitudes, views, and stereotypes. Mental healthcare users need to be provided with psychosocial rehabilitation programs and activities that address advance psychiatric nurses’ lack of initiatives.ContributionA clear set of principles and protocols underpins the collaborative effort among multidisciplinary teams in mental health care.

Peer Mentorship in Psychiatric Nursing Education: Preparation for Future Practice.

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. 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. 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. 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. [J Nurs Educ. 2021;60(10):582-585.].

Effective Partnership Care Models with Advanced Practice Psychiatric Nurses.

The unmet behavioral health treatment needs of children and adolescents have become a public health crisis in the United States, with only 20% of youths obtaining assessment and intervention when indicated. Workforce shortages, including mental health professionals who can provide pharmacologic intervention within an appropriate biopsychosocial context, directly impede our ability to address this crisis. The authors examine the history, education, regulation, and practice of advanced practice psychiatric nurses and consider models of collaborative practice that can be beneficial across treatment settings in order to provide better care of vulnerable youth in ways that foster partnership rather than competition.

Setting the Stage for Psychiatric Mental Health Nursing Education: Outcomes of a Simulated Patient Pilot Program

BackgroundSimulation-based learning experiences (SBLEs) with simulated patients provide valuable and realistic learning opportunities for psychiatric mental health nursing skill building in a safe environment. MethodAn interprofessional faculty group collaborated and trained undergraduate theater students to serve as simulated patients in psychiatric mental health SBLEs for pre-licensure nursing students in two cases focused on therapeutic communication and psychiatric nursing assessment. ResultsA total of 147 nursing students and 13 theater students participated in the SBLEs of two clinical scenarios. Responses to the Simulation Evaluation Tool-Modified (SET-M) and open-ended questions revealed that both student groups benefited from this learning experience and reported increased confidence in relevant skills as a result. ConclusionNursing students reported increased confidence in assessment and communication. Theater students gained confidence in acting skills and appreciation for the SP role. Lessons learned will improve future iterations of the SBLEs and inform program scale.

Phänomenologisches Lernen am Beispiel psychiatrischer Pflegethemen

In this article, phenomenological learningaccordingtotheconcept of Uzarewicz (2013) is presented as a possibility for the methodi- cal design of psychiatric nursing education, taking into account the specifications of the framework of the german Expert Commissi- on for nursing education (accor- ding to § 53 PflBG). The teaching method is clarified with concrete suggestions for implementation in the classroom and focuses on the phenomena of power, violence, coercion, control and heteronomy in psychiatry by taking the examp- le of the inpatient setting. The le- arning situation relates to the last third of the training to become a nurse and serves as preparation for the compulsory psychiatric as- signment. Keywords: psychiatric nursing, teaching methods, phenomenolo- gical learning

Creative Theory in Psychiatric & Mental Health Nursing, Alternative Teaching Model, and a New Breakthrough in Psychiatric Home Care Nursing

Although many resources have been explored and applied in our environment, personal internal and external resources have yet to be adequately exploited. A nursing theory and model for internal and external resources may be developed and discussed deeply (Zauszniewski, 2018) to provide newer vision and direction, while helping face the challenges of caring for patients with psychiatric disorders or mental obstacles. Recently, many breaking news stories have highlighted the hidden worries affecting our society due to patients with psychiatric disorders who live in the community. This has resulted in people, including student nurses, to retain their stigma toward mental illnesses and psychiatric patients and express negative perceptions and fear toward psychiatric patients (Choi et al., 2016). Therefore, it has been a challenge of psychiatric nursing education to develop and use a new and more-acceptable teaching model to help student nurses better understand and hold a more-correct perception toward psychiatric patients. The practice of clinical nursing profession still needs to be focused while we remain committed to psychiatric nursing education. The number of psychiatric patients who need more continuous care in community settings has increased significantly. The needs of psychiatric home care nursing should be particularly emphasized, as the manpower / capabilities necessary for psychiatric nursing are limited in community health nursing practice (Huang & Wang, 2015). More resources and psychiatric practice nursing professionals should be made available to communities for continuous psychiatric care (Wu et al., 2016). Strong and authentic partnerships are very important to acute care, education, evidence-based research, and practical policy development in psychiatric & mental health nursing (McInnis-Perry et al., 2015). In this column, resourcefulness theory is introduced as a new theory that may be applied in the psychiatric and mental health nursing practice; alternative teaching models are recommended for psychiatric nursing education; and finally, the importance of overcoming the difficulties and addressing the needs in community psychiatric home care nursing is also emphasized. It is hoped that this approach will help facilitate the further, positive advance of psychiatric and mental health nursing.

Talking Therapy: Knowledge and Power in American Psychiatric Nursing by Kylie Smith

Reviewed by: Talking Therapy: Knowledge and Power in American Psychiatric Nursing by Kylie Smith Dominique Tobbell Kylie Smith. Talking Therapy: Knowledge and Power in American Psychiatric Nursing. Critical Issues in Health and Medicine. New Brunswick, N.J.: Rutgers University Press, 2020. 192 pp. Ill. $28.95 (978-1-978801-45-5). “Where Are the Nurses in the History of Psychiatry?” asks Kylie Smith in the introduction of Talking Therapy (p. 1). Despite robust literatures on both the history of American psychiatry and the history of American nursing, historians have given little consideration to the question. Talking Therapy, however, makes clear that nurses have been central historical actors in the development of psychiatry and mental health since the late nineteenth century. As the largest workforce in relation to mental health, nurses not only have delivered vital care but also have produced, disseminated, and integrated new knowledge about mental health that has been integral to the transformation of psychiatric and mental health practices over the course of the twentieth century. In five concise chapters and a brief conclusion and epilogue, Smith documents the “journey of nurses in psychiatry,” beginning in the late nineteenth century with the intersecting emergence of trained nurses and specialty psychiatric practice (p. 2). As Smith shows, trained nurses were a critical source of legitimacy for the newly emergent profession of psychiatry. For psychiatry to be “taken seriously as a medical and scientific practice,” asylums needed to become “serious places of treatment and care, more than mere institutions of custodial containment” (p. 15). This hinged on psychiatrists’ ability to control the training and practices of the nurses working within the asylum walls. Yet psychiatric nurses had their own professionalizing agenda, which depended on their ability to expand and control the knowledge base and scope of their practice. Debates over who should and would control psychiatric nursing education continued through the interwar years. But after World War II, concerns about the psychological health of returning soldiers and the establishment in 1948 of the National Institute of Mental Health helped facilitate the establishment of advanced education in psychiatric nursing (at the master’s degree level) controlled by and for nurses in university-based nursing schools. As psychiatric nurses established themselves as independent expert mental health practitioners, they moved out of the hospital and into increasingly important roles in outpatient and community health settings. Drawing upon the published writings of psychiatric nurses, the reports of professional nursing organizations, and the personal papers of psychiatric nurse leaders, Talking Therapy is a history of the “ideas that informed psychiatric nursing in the critical stage of its development” (p. 134). Smith is particularly interested in the ways in which psychiatric nurses conceived of the care they would provide, how their notions of care changed over time, and the tensions that emerged between the ideals of care as developed in theory and the realities of care as practiced. In doing so, Smith demonstrates a series of contradictions within psychiatric nurses’ efforts to transform psychiatric care, which included reinforcing the problematic tendency of social control within psychiatry even as they sought to challenge it. For example, during the interwar years, psychiatric nurses engaged the concept of mental hygiene, which aimed to prevent mental illness through the practice [End Page 264] of public health nursing and to reform care within the psychiatric hospital. But “in its emphasis on prevention, mental hygiene also relied on surveillance of the patient in their total environment, and despite its liberating potential also had strong tendencies to normalization and even eugenics” (p. 29). So too, Smith makes clear the complicated role of psychiatric nurses in upholding and dismantling racial segregation in psychiatry. Black nurses, for example, encountered profound barriers to education, training, and careers in psychiatric nursing because of widespread racial discrimination even beyond the segregated South. And as nurses worked, after World War II, to integrate psychiatric nursing and to bring much-needed psychiatric services to Black patients in the South, their efforts to do so were undermined by “the effects of deeply held racist beliefs and segregated practices” (p. 110). The professionalization of psychiatric nursing was also a gendered project. At the turn of the twentieth century, when psychiatrists advocated for...

Self-compassion and nursing competency among Japanese psychiatric nurses.

This study examined the association of self-focus and self-compassion with nursing competency. Data of 433 psychiatric nurses comprising demographics, other-consciousness, self-compassion, self-focus, and nursing competency were analyzed using the Other-Consciousness Scale (OCS), Self-Compassion Scale (SCS), Japanese version of the Rumination-Reflection Questionnaire (RRQ), and Oriented Problem Solving Behavior (OPSN). Higher internal aspect and lower fantastic aspect in OCS, higher reflection in RRQ, and lower SCS negative subscales predicted a higher OPSN score. The account rate of variance was 12.5%. Psychiatric nursing education should facilitate other-consciousness and reflection enhancement, and assuage uncompassionate attitude towards self.

Influence of Symptom Awareness and Nursing Competency on the Burden of Nursing Care for Patients with Mental Illness by General Ward Nurses

Purpose The purpose of this study was to identify the influence of symptom awareness and nursing competency on the burden of nursing care for patients with mental illness by general ward nurses. Methods A cross-sectional, descriptive correlational study design was used. Subjects were 231 nurses from three general hospitals. Data were collected March 7-26, 2019. The data were analyzed using the descriptive statistics, one-way ANOVA, Pearson’s correlation coefficients, and multiple regression using SPSS/WIN 23.0. Results The multiple regression analysis revealed that psychiatric symptom awareness, psychiatric nursing competency, and psychiatric nursing education experience account for 12% of the nursing burden of mental illness patients. Conclusion The findings suggest that it is necessary to implement psychiatric symptom awareness, psychiatric nursing competency, and psychiatric nursing education to decrease the burden of nursing care for patients with mental illness by general ward nurses. Key words: Nurse; Mental disorders; Psychiatric nursing; Awareness 주요어: 간호사, ì •ì‹ ì§ˆí™˜, ì •ì‹ ê°„í˜¸, 인식

영화활용 정신간호교육이 정신질환에 대한 태도, 사회적 거리감 및 학습 자기효능감에 미치는 영향

영화활용 정신간호교육이 정신질환에 대한 태도, 사회적 거리감 및 학습 자기효능감에 미치는 영향