Skills, knowledge, and attitudes expected of a newly‐graduated mental health nurse in an inpatient setting

Abstract

Mental health nurses (MHN) are at the forefront of care and treatment within acute inpatient settings. Research suggests that newly-graduated MHN are unsure about the skills and knowledge that they are expected to possess, and are expected to practice at a level that they are not prepared for in their undergraduate courses; however, research focusing on competencies for newly-graduated MHN is scarce. This study aimed to identify competencies expected of newly-graduated MHN working in a regional mental health facility in New South Wales, Australia. Eight registered nurses (with varying levels of experience) participated in individual semistructured interviews. Four themes were identified, and termed: communication, safety, self-awareness, and treatment. Within these four themes, 14 competencies were described that detail clear aims for new graduates, provide a better understanding of mental health nursing, and promote specialized and competent practice in mental health.

Refinement and validation of the Work Readiness Scale for graduate nurses

“…The four-factor construct of the WRS-GN identified by the current study encompasses a range of attributes and characteristics previously identified within the literature as critical to graduates nurses' work readiness (Patterson, Curtis, & Reid, 2008). These findings further support the contention that work readiness among graduate nurses extends beyond technical and/ or clinical competence and is rather a collection of skills, knowledge, and attitudes that are exhibited in practice (Patterson et al, 2008).…”

New graduates’ readiness for practice in Swaziland: An exploration of stakeholders’ perspectives

“…To compensate for preparation limitations, most nursing bodies require that graduates undergo a transitory program before licensure, such as nurse residency or internship programs [13,29] preparing the nurse before leaving the nest [21] . Graduate programs, such as preceptorship [2,22] and remunerated community service [30] which are designed to socialize graduates into their new roles and environments, could be valuable for professional maturity and patient safety [31] . Such programs provide guidance through hands-on nursing care and allow the graduate time to learn and fit in without feeling insecure or inadequate.…”

“…Nursing is caring [40,41] and the provision of nursing devoid of 'care' may be interpreted as merely a ritualistic performance of medical tasks. Studies have shown that nursing is viewed as an unpleasant job with a lot of distress, hence both passion and professional attitude are essential to coping and providing quality care [31] . Interestingly, Davis [42] posted a blog to student nurses asking if they have passion for nursing.…”

Characteristics of Psychiatric Hospital Work Environment Found Attractive by Professional Nurse Administrators in Japan

“…Recently-graduated psychiatric mental health nurses are unsure about the skills and knowledge expected of them to practice at levels of preparations acquired in their undergraduate courses [18]. Nurses working in psychiatric hospitals need to acquire skills of therapeutic communication and empathy, and have higher levels of caring [19].…”

“…It requires years to get the specialized skills, an incentive that young nurses can be offered, including opportunities to get specialized skills of psychiatric nursing is necessary [15,16,17]. In addition, creative work environments to advance careers of young generation nurses could be another incentive.Recently-graduated psychiatric mental health nurses are unsure about the skills and knowledge expected of them to practice at levels of preparations acquired in their undergraduate courses [18]. Nurses working in psychiatric hospitals need to acquire skills of therapeutic communication and empathy, and have higher levels of caring [19].…”