Reflecting on Holistic Nursing: The Contribution of an Academic With Lived Experience of Mental Health Service Use

Abstract

The educational preparation of registered nurses is presumed to reflect a holistic approach with emphasis on the bio-psycho-social model of care. The broader literature suggests this goal is not always realised. The aim of this study is to present the views, experiences, and perceptions of undergraduate nursing students who were taught by an academic with a lived experience of mental health service use. In particular, we wanted to look at the expected impact of this approach to learning on their nursing practice. A qualitative, exploratory approach was used, involving in-depth individual interviews with 12 undergraduate nursing students completing the course, "recovery for mental health nursing practice," as part of a major in mental health nursing in a university in Queensland, Australia. Students were asked to reflect upon and discuss their experiences of being taught by a person with lived experience of mental health service use. Data were analysed following Colaizzi's steps to identify the main themes. The three main themes were (1) recovery--bringing holistic nursing to life; (2) influencing practice; and (3) gaining self-awareness through course assessment: challenge and opportunity. These themes suggest an appreciation for holistic nursing and an increased capacity for reflective understanding. The responses from participants suggest the Recovery course had a significant impact on their attitudes to nursing and that their nursing practice would be positively enhanced as a consequence.

The Views of Heads of Schools of Nursing about Mental Health Nursing Content in Undergraduate Programs

“…Consumer participation in mental health services is firmly embedded in mental health policy (Commonwealth of Australia, 2012) and was included as one of the guiding principles for mental health nursing education in the report of the Commonwealth government auspice taskforce (Mental Nurse Education Taskforce, 2008). Benefits to student learning have been demonstrated as resulting from consumer involvement in education , including attitudinal change (Byrne et al, 2013b;, and a more holistic approach to nursing practice (Byrne, Happell, Welch, & Moxham, 2013a). However, consumer involvement has been identified as uncommon and inconsistent in its approach and effectiveness .…”

‘To be treated as a human’: Using co‐production to explore experts by experience involvement in mental health nursing education – The COMMUNE project

“…), adopt a more empathic and holistic approach to working with people diagnosed with mental illness (Byrne et al . ), and develop a greater appreciation for the value of mental health nursing practice (Happell et al . ).…”

Learning essentials: What graduates of mental health nursing programmes need to know from an industry perspective

“…If recovery‐focused goal to be realised, the future professional workforce in mental health needs to be educated accordingly (Byrne et al . ,b, Happell et al . , ).…”