Lisa’s lessons: A case study of mental health teaching and learning

McAllister, Margaret

doi:10.1046/j.1440-0979.2000.00158.x

Cited by 6 publications

(5 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although Happell noted that the possession of mental health nursing skills was desirable for the comprehensive nurse working in any health-care setting, she did not specifically nominate which skills were essential at that level. McAllister (2000) argued that some mental health nursing content, such as information relating to common mental disorders and their management, was not negotiable. The development of discipline specific knowledge was important, but so was the ability to make ethical decisions, think laterally, and develop maturity and tolerance (McAllister & Ryan 1997).…”

Section: Introductionmentioning

confidence: 99%

Impact of theory and clinical placement on undergraduate students’ mental health nursing knowledge, skills, and attitudes

Henderson

Happell

Martin

2007

Int J Mental Health Nurs

View full text Add to dashboard Cite

Mental health issues are common and contemporary nursing students need to be well prepared to meet the mental health care needs of Australians. This study explored the influence of the mental health component of a Bachelor of Nursing course on second-year undergraduate nursing students' self-reported knowledge, skills, and attitudes in relation to mental health nursing. The study used a quasiexperimental research design involving questionnaires and individual interviews to determine nursing students' self-reported knowledge, skills, attitudes. Questionnaires were administered prior to undertaking the mental health theory, repeated prior to undertaking a clinical placement in either a community or inpatient mental health setting, and again after the clinical placement. The findings of the study indicated that a positive clinical placement had the greatest influence on nursing students' self-reported knowledge, skills, and attitudes and interest in nursing people experiencing mental health problems; however, the quantity of theoretical education also emerged as an influencing variable.

show abstract

Section: Introductionmentioning

confidence: 99%

Impact of theory and clinical placement on undergraduate students’ mental health nursing knowledge, skills, and attitudes

Henderson

Happell

Martin

2007

Int J Mental Health Nurs

View full text Add to dashboard Cite

show abstract

“…Of the total 48 studies on patient perspectives, 16 reported on perspectives belonging to schizophrenia patients in specific 29 30 35 37 39 43 58 63 65 70 71 75–78 84 , two on non-schizophrenia patients only 67 74 , 18 on patients of mixed diagnoses 23–25 34 36 38 41 42 57 60–62 68 69 72 73 79 82 and in 12 studies 22 31–33 56 59 64 66 80 81 85 193 the type of patients was unclear (Figure 2, row 1).…”

Section: Resultsmentioning

confidence: 99%

“…Forty-five studies reported on clozapine patients’ attitudes towards their treatment 22–25 29–39 42 43 56–76 78 80–85 , of which 15 studies reported specifically upon experiences belonging to schizophrenia patients 29 30 35 37 39 43 58 63 65 70 71 75 76 78 84 . Thirty-three studies reported upon clinicians’ perspectives on clozapine treatment 23 25 39 80–85 89–96 98 100 102–104 108 110 115 117 119 122 126 130 132 133 138 , of which three reported upon clinicians’ perspectives on clozapine treatment in relation to specific patient cases 39 90 103 .…”

Section: Resultsmentioning

confidence: 99%

What is the extent of research assessing patients’ and clinicians’ perspectives on clozapine treatment? – a comprehensive scoping review

Jakobsen,

Schaug,

Storebø

et al. 2024

Preprint

View full text Add to dashboard Cite

BackgroundThe atypical antipsychotic clozapine is the gold standard for treating treatment-resistant schizophrenia; however, it is continuously underutilized in most parts of the world.A few systematic reviews addressing barriers to clozapine prescribing have previously been conducted, primarily focusing on clinical staff’s attitudes and perceived barriers to prescribing. However, a preliminary literature search revealed that additional literature on the subject does exist, including literature on patient perspectives, without having been included in any of the former reviews.It is therefore difficult to conclude if the former synthesizes of the literature are representative of current evidence, and if the topic has been adequately investigated to inform clinical practice. A scoping review is warranted to map and synthesize a broader scope of primary studies on patients’ and/or clinicians’ perspectives on clozapine treatment to identify any gaps for future research.MethodsThe electronic databases Cochrane Library, CINAHL, Web of Science, Psychinfo, MEDLINE, and EMBASE were searched, supplied with searches of Google Scholar, The Networked Digital Library of Theses and Dissertations (NDLTD), and OpenGrey. Citation tracking of selected studies was furthermore undertaken. Two researchers independently screened and extracted the data.RegistrationPROSPERO does not offer registration of scoping reviews; however, the protocol was prospectively registered with the Open Science Framework and subsequently published as an article.ResultsOne hundred and forty-six studies were included. Most studies reported upon patients’ or clinicians’ perspectives on active clozapine treatment or on clinicians’ general perspectives on barriers to clozapine initiation. Three apparent gaps in research were identified: 1) clozapine eligible, yet clozapine-naïve, outpatients’ attitudes towards clozapine commencement, 2) assessments of clinicians’ reasons for clozapine withholding and perceived facilitators of clozapine treatment in specific patient-cases, and 3) direct assessments of both patient and clinician perspectives on clozapine discontinuation, continuation and re-challenge in specific patient-cases.ConclusionsResearch regarding perspectives on clozapine treatment tends to repeat itself. Future studies addressing the identified gaps in evidence are warranted and could provide the insights needed to optimize clozapine utilization.Strengths and limitations of this study:The prospective registration and publication of the review protocol has ensured transparency of the review process.The search strategy has ensured a comprehensive search of the literature and multiple booster searches on Google Scholar have ensured a continued update on the scope of literature, the most recent one in January 2024.The original literature search was conducted in June 2021.The search was restricted to publications in the English language, which may have precluded the identification of some relevant insights and studies.

show abstract

“…Components of mental health nursing content such as constructs of mental illnesses and disorders must clearly remain central to curricula. However, the development of ethical decision‐making, reflexive thinking and maturity are central to initial training for future participation in psychological therapies (McAllister and Ryan 1997; McAllister 2000). Equally important is the preparing of students to participate in therapeutic relatedness.…”

Section: Educational Considerationsmentioning

confidence: 99%

As mental health nursing roles expand, is education expanding mental health nurses? an emotionally intelligent view towards preparation for psychological therapies and relatedness

Hurley

Rankin

2008

Nursing Inquiry

View full text Add to dashboard Cite

Mental health nurses (MHN) in the UK currently occupy a challenging position. This positioning is one that offers a view of expanding roles and responsibilities in both mental health act legislation and the delivery of psychological therapies, while simultaneously generic pre-registration training is being considered. Clearly, the view from this position, although not without challenge and internal discipline dispute, can also offer growing professional prestige, influence and respect from other health disciplines, as well as the wider public. Conversely, if the training, education and strategic enactment for new MHN roles is formulated and delivered from predominantly non-MHN axiomatic and epistemological stances, MHN identity can be seriously and potentially permanently diminished. This paper offers the construct of emotional intelligence as a framework to respond to these future challenges through making individual MHN enablement a primacy. This enablement of MHNs through enhanced emotional intelligence competencies is argued as requiring priority over the standard approach of enhancing strategies alone.

show abstract

Lisa’s lessons: A case study of mental health teaching and learning

Cited by 6 publications

References 17 publications

Impact of theory and clinical placement on undergraduate students’ mental health nursing knowledge, skills, and attitudes

Impact of theory and clinical placement on undergraduate students’ mental health nursing knowledge, skills, and attitudes

What is the extent of research assessing patients’ and clinicians’ perspectives on clozapine treatment? – a comprehensive scoping review

As mental health nursing roles expand, is education expanding mental health nurses? an emotionally intelligent view towards preparation for psychological therapies and relatedness

Contact Info

Product

Resources

About