Nursing in an imperfect world: Storytelling as preparation for mental health nursing practice

Abstract

Storytelling is a valuable adjunctive method of preparing undergraduate mental health nursing students for practice. To explore the possibilities of this method of teaching, 100 stories were collected from experienced nurses working in mental health and analysed using a case study methodology. The aim was to explore the purpose of clinical anecdotes told by experienced nurses working in mental health settings to undergraduates and new recruits, with an ancillary purpose of looking at the implications of these anecdotes for the exploration of contemporary mental health practice and education. A framework for student discussion of stories is provided. The insights gained illuminate not only the history of mental health nursing and the daily activities of nurses working in mental health, but also some of the deep-level skills developed and used by these nurses as they work in the complexity and ambiguity of an imperfect world where the job requires managing the unexpected every shift, and where there might not always be a textbook-perfect solution to clinical situations.

Exploring pedagogies used in undergraduate mental health nursing curriculum: An Integrative Literature Review

“…Finally, the importance of incorporating consumers with relevant experiences into the mental health nursing practicum has been emphasized by three studies, with two examining the effect of engaging consumers with lived experience (Happell et al, 2019, Byrne et al, 2013) and one exploring the possibility of using real‐life stories from experienced mental health nurses as teaching materials (Treloar et al, 2017). Consumer involvement allows students to gain a more insightful understanding of the challenges faced by PMHCs in order to better respond to their needs (Happell et al, 2019, Byrne et al, 2013).…”

“…Hence, Happell et al (2019) highlighted the role of the facilitator in facilitating discussions on these challenges in order to encourage the students to recognize the value of consumer experiences. Additionally, the students may benefit from the lived experience shared by the facilitators, as the sessions provide them an opportunity for them to interact and learn the nuances within the mental health nursing care (Treloar et al, 2017).…”

Difference Within and Without: Health Care Providers’ Engagement With Disability Arts

“…Following the prompts, enter the password “withinandwithout.” Please note: these videos are intended for readers and for viewing in educational settings and are not for public screening. (See Haigh & Hardy, 2011; Rice, 2018; Rice & Mundel, 2018; Rieger & Chernomas, 2013; Treloar, McMillan, & Stone , 2017, for ideas on how to use digital stories in the classroom . )…”

Learning about mental health nursing: Linking threshold concepts to practice

“…Therapeutic engagement and establishing a therapeutic relationship may be seen as examples. A study of the clinical and educational purposes of stories told by nurses working in mental health to undergraduates and new recruits highlighted many aspects of the profession which may seem arcane or puzzling (Treloar, McMillan & Stone, 2016), and many aspects which can be viewed as threshold concepts, such as therapeutic engagement and the therapeutic relationship. This study involved collecting one hundred stories and then analysing them using a template based on the work of Tripp (1994) and McCormack (2000).…”