Models of care delivery in mental health nursing practice: a mixed method study

Carlyle, Dave; Crowe, Marie; Deering, Daryle

doi:10.1111/j.1365-2850.2011.01784.x

Cited by 23 publications

(33 citation statements)

References 36 publications

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“…However, participants in the current study embraced a medical approach to mental health nursing. It has been noted that mental health nurses, despite acknowledging that mental distress is influenced by social/psychodynamic factors, are often constrained by the dominance of the medical model (Carlyle et al ). Hornik‐Lurie et al () reported that mental health nurses only interact with clients for brief periods, often occurs during medication rounds, while other care professionals – such as social workers – spend more time with service users.…”

Section: Discussionmentioning

confidence: 99%

‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

Goodwin

Kilty

Harman

et al. 2019

Int J Mental Health Nurs

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Working with medication is an important role of the mental health nurse. However, little research has focused on staff nurses’ perspectives on where the responsibility lies for preparing student nurses for safe, competent medication management. This study investigated mental health nurses’ perspectives on medication education. An interpretive descriptive approach was used. Two focus groups were conducted, and data were analysed using inductive content analysis. It was found that participants embraced a medical approach to servicer user care, with less positive attitudes demonstrated towards psychosocial approaches. There were also tensions expressed between clinical practice and the university, with uncertainty voiced about whose responsibility it was to educate students about medication management. It is important that both environments complement each other in order to enhance the student nurse educational experience. While mental health nurses should be educated in this area to practice in a safe and competent manner, it is also key that a holistic approach to care is considered.

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Section: Discussionmentioning

confidence: 99%

‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

Goodwin

Kilty

Harman

et al. 2019

Int J Mental Health Nurs

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“…While MHN have shown adaptability to the many systemic changes over the past 20 years, their roles are being increasingly narrowed towards safe containment of consumers, rather than offering therapy‐based interventions within inpatient settings dominated by medicine‐based psychiatry (Carlyle et al . ; Cleary et al . ; Browne et al .…”

Section: Introductionmentioning

confidence: 99%

Literature review of trauma‐informed care: Implications for mental health nurses working in acute inpatient settings in Australia

Wilson

Hutchinson

Hurley

2017

Int J Mental Health Nurs

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Trauma-informed care (TIC) is increasingly recognized as an approach to improving consumers' experience of, and outcomes from, mental health services. Deriving consensus on the definition, successful approaches, and consumer experiences of TIC is yet to be attained. In the present study, we sought to clarify the challenges experienced by mental health nurses in embedding TIC into acute inpatient settings within Australia. A systematic search of electronic databases was undertaken to identify primary research conducted on the topic of TIC. A narrative review and synthesis of the 11 manuscripts retained from the search was performed. The main findings from the review indicate that there are very few studies focussing on TIC in the Australian context of acute mental health care. The review demonstrates that TIC can support a positive organizational culture and improve consumer experiences of care. The present review highlights that there is an urgency for mental health nurses to identify their role in delivering and evaluating TIC, inclusive of undertaking training and clinical supervision, and to engage in systemic efforts to change service cultures.

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“…For example, it has been noted that some mental health nurses can be placed in conflicting situations in that they regard mental distress as stemming from psychodynamic or interpersonal issues but are constrained to biomedical roles (Carlyle et al . ). For Barker (), personal process mental health nursing would involve an unconscious perception of patients' problems.…”

Section: The Abject and Mental Health Nursing Knowledge And Practicementioning

confidence: 97%

“…, Merritt & Proctor ) Integrated models and theories; the therapeutic relationship and intersubjectivity (Armstrong & Kelly , Walker , Wilshaw , Pierson , O'Brien , Dziopa & Ahern , Carlyle et al . , McCrae , Browne et al . )…”

Section: The Abject and Mental Health Nursing Knowledge And Practicementioning

confidence: 99%

The implications of Kristeva's notion of the abject in understanding the significance of therapeutic knowledge and practice in mental health nursing

McSherry

Loewenthal²,

Cayne³

2015

Psychiatric Ment Health Nurs

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Mental health nursing knowledge is largely excluded in certain key clinical guideline groups despite nursing practice being so important to service users. This exclusion may be because mental health nurses work close to what cannot be spoken of easily, or at all--the abject. Good mental health nursing practice depends on the individual person of the mental health nurse rather than any knowledge frameworks. Education should focus on relational aspects of practice to develop this and to define the core identity of mental health nursing as a therapy. This paper discusses therapeutic knowledge and practice in mental health nursing through Kristeva's notion of the abject as that which is the other side of language, closely linked to the feminine space of the chora. The chora is a provisional, stable space, associated with the mother's body, where the first possibility of signification can take place. Mental health nursing is a therapeutic practice that draws on knowledge that is practical, tacit, empirical, embodied and intuitive, as well as knowledge that is regarded here as beyond the tacit; the latter indicating an encounter with the abject. Mental health nursing as a practice potentially places an extraordinary ethical onus on the individual nurse in his/her relations with patients and indicates that it is the person of the nurse who is therapeutic rather than any knowledge framework, with major implications for education and professional identity. The presence of mental health nursing practice at the heart of the mental health care system, while effectively being ignored as a treatment by the National Institute for Health and Care Excellence, embodies a critique of the currently dominant evidence-based paradigm.

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Models of care delivery in mental health nursing practice: a mixed method study

Cited by 23 publications

References 36 publications

‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

Literature review of trauma‐informed care: Implications for mental health nurses working in acute inpatient settings in Australia

The implications of Kristeva's notion of the abject in understanding the significance of therapeutic knowledge and practice in mental health nursing

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