Childhood sexual abuse: help make it ‘Safe to Say’

Tong, Evelyn; Gillespie, Mark

doi:10.12968/bjon.2011.20.9.555

Cited by 2 publications

(1 citation statement)

References 6 publications

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“…Walsh and Major (2011) have questioned the preparation of students to work with service users who have experienced childhood sexual abuse. Amongst qualified staff, reluctance to ask about sexual abuse and lack of training to work with this issue has been identified (Hepworth and McGowan, 2013;Tong and Gillespie, 2011). Several authors have identified problems surrounding nurse attitudes to service users with a diagnosis of personality disorder as well as a lack of training and supervision to work therapeutically with this group (Weight and Kendal, 2013;O'Connell and Dowling, 2013;Westwood and Baker, 2010).…”

Section: Introductionmentioning

confidence: 99%

Are new mental nurses prepared for practice?

Walsh

2015

Mental Health Review Journal

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Purpose -As well as working with people who have serious mental health problems, mental health nurses have to maintain a values-based approach to their interactions with mental health service users. However, some have suggested that students and newly qualified nurses are unprepared for this role. The purpose of this paper is to explore perceptions of practising mental health nurses, third year mental health nurse students and lecturers about how well students are being prepared for practice. Design/methodology/approach -A two-phase phenomenological study within a mental health nurse training institution and with staff from a Mental Health Trust in England. The study collected questionnaire responses from 87 participants (42 third year mental health nurse students, 39 practising mental health nurses and six nurse lecturers). A Likert scale questionnaire with written feedback produced data that formed the schedule for ten subsequent focus groups with 41 participants from the above categories. Focus group data were analysed using a process of interpretive phenomenological analysis. This led to the development of three main study themes. The transition from student to registered nurse is difficult, the importance of learning from experience, violence and aggression is difficult to manage, working effectively with victims of sexual abuse or those who have a diagnosis of personality disorder is difficult. Findings -Whilst the study found some evidence to suggest the development of positive values there is a perception that newly qualified mental health nurses lack confidence in other important areas.Participants also expressed doubt about whether it was possible to prepare someone for practice completely. Another finding was that the relationship between student and the mentor is critical to the quality of practice learning. Research limitations/implications -Study limitations are that this is a small selection of participants from one particular area. The researcher attempted to ensure that this study has internal validity. However, it is possible to question the extent to which findings may apply to other areas. Therefore, this study may be most useful to others as a basis for the discussion and comparison of these issues within mental health nurse educators. Practical implications -The need to encourage proactive learning approaches in students is emphasised. Universities should facilitate the sharing of clinical learning experiences as well as developing realistic training in the management of violence and aggression. It is possible to question how well nurses are prepared to work with the physical health needs of service users. Originality/value -This paper gives information about mental health nurse preparation for practice, which will be of value to training organisations as well as to employers of newly qualified mental health nursing staff.

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Section: Introductionmentioning

confidence: 99%

Are new mental nurses prepared for practice?

Walsh

2015

Mental Health Review Journal

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Supporting childhood sexual abuse survivors with disclosure

McNay

Marland

Hampson

2012

British Journal of Mental Health Nursing

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Childhood sexual abuse can have a profound and diverse impact on the wellbeing of adult survivors, their families and their communities. Despite being a highly significant aetiological factor in mental and physical illness, the approach of health and social care workers is often based on misunderstanding, prejudice and fear. Front line workers need to develop a confident, safe, objective and self-aware approach to responding to initial disclosure and dealing with ongoing referral if necessary. This article outlines and justifies the embedding of the ‘Safe to Say’ training programme into a BSc pre-registration course.

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Childhood sexual abuse: help make it ‘Safe to Say’

Cited by 2 publications

References 6 publications

Are new mental nurses prepared for practice?

Are new mental nurses prepared for practice?

Supporting childhood sexual abuse survivors with disclosure

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