Psychiatric Nursing Education in Nebraska: 1989–1990

Abstract

The academic and clinical content of psychiatric nursing curricula in the registered nurse basic educational programs in Nebraska for academic year 1989-1990 was explored by the Nebraska Sub-group of the Nursing Curriculum and Training Task Force of the National Alliance for the Mentally Ill. The review includes literature regarding the history, development, and future trends of psychiatric nursing; factors affecting nursing student attitudes toward psychiatric patients; basic content included in psychiatric and psychosocial nursing curricula; and concepts essential in working with the seriously, persistently mentally ill. Contrary to current trends in the United States, all Nebraska schools of nursing have a generic psychiatric nursing course taught by clinical specialists in psychiatric-mental health nursing. Hands-on clinical time spent with patients with psychiatric diagnoses as well as those with psychosocial needs varies from 84 to 200 hr per semester. Not all students are exposed to patients with severe and persistent mental illness. Fewer than 5% of Nebraska graduates choose psychiatric nursing as their area of practice. The authors express grave concern for the future of psychiatric nursing education. Implications for curriculum revision and replication studies are suggested.

Nurses’ responses to people with schizophrenia

“…Moller et al . (1991 p. 346) assert that the literature points to two factors which influence positive attitude changes among student nurses towards psychiatric patients: ‘a concentrated exposure to psychiatric patients with a positive role model (usually the clinical faculty member) and a positive attitude towards students by the unit staff’.…”

Nursing student attitudes to psychiatric nursing and psychiatric disorders in New Zealand

“…It is also important to understand the nature of attitudes that people bring into a health profession, and the degree to which these persist at different levels of training and through formalized exposure to mental health services and the people they serve. Along with negative undergraduate experience (Moller et al. 1991), negative attitudes are implicated in the perceived attractiveness of choosing psychiatric nursing as an area of future specialization, resulting in severe recruitment difficulties further down the line.…”

Custody and Caring: Clinical Placement of Student: Nurses in a Forensic Setting

“…These variables must be carefully considered when planning and implementing psychiatric nursing education, theory, and practice (Pothier, Stuart, Puskar, & Babich, 1990). Similarly, Moller, Pierce, Roach, Shanahan, and Loch (1991) discuss the importance of evaluating both the quality and quantity of clinical psychiatric nursing experiences.…”