Supporting the development of interpersonal skills in nursing, in an undergraduate mental health curriculum: Reaching the parts other strategies do not reach through action learning

Waugh, Anna; McNay, Lisa; Dewar, Belinda; McCaig, Marie

doi:10.1016/j.nedt.2013.10.002

Cited by 16 publications

(5 citation statements)

References 15 publications

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“…Different models are proposed to fill this gap in nursing education and better prepare mental health nurses for clinical practice. During action, learning students are challenged to approach problems from multiple perspectives and to explore the values and beliefs that underlie their actions (Waugh, McNay, Dewar, & McCaig, ). Actor‐based simulated learning provides students with an opportunity to practise mental health nursing skills in a safe environment (Bartlett & Butson, ).…”

Section: Discussionmentioning

confidence: 99%

Newly qualified nurses' perceptions of working at mental health facilities: A qualitative study

Mabala

Wath

Moagi

2019

Psychiatric Ment Health Nurs

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Accessible summary What is already known about the topic? Newly qualified nurses often feel overwhelmed by the challenges of the work environment and struggle to transition into healthcare work environments. Nurses require opportunities during the transition period to develop both competence and confidence in their ability to practise independently. What the paper adds to existing knowledge? Newly qualified mental health nurses experience fear during their adaptation period, especially when they perceive mental healthcare users as dangerous and the working environment as risky, with little concern for their safety. Nurses new to the mental health environment learn from accepting responsibility, taking on challenges and making adjustments, in order to develop confidence as mental healthcare professionals. What are the implications for practice? Nursing management should ensure a safe and supportive mental healthcare environment. The potential for and consequences of negative stereotyping of patients among mental health nurses should be acknowledged and addressed as it may hinder the smooth adaptation of newly qualified nurses. Although stressful experiences can help mental health nurses to develop confidence and skills to manage future demanding situations, newly qualified nurses need to be given appropriate support and debriefing to ensure challenging situations do not “go the wrong way” and decrease confidence levels. AbstractIntroductionMuch has been written about the experiences of newly qualified nurses in their first year of employment, yet not much has been heard from the perspectives of newly qualified nurses working in mental health facilities.AimTo explore and describe the adaptation process of newly qualified nurses working in public mental health facilities in South Africa.MethodFollowing a qualitative descriptive design, 11 newly qualified nurses in their first 6–18 months of employment were purposively selected from three public mental health facilities in South Africa. Data collected through unstructured individual interviews were thematically analysed.ResultsFour themes emerged from the analysis: fear related to the mental healthcare environment; self‐doubt upon meeting the expectations of the inter‐professional team; ways to adjust to the challenges; and confidence as mental healthcare professionals.DiscussionDuring the adaptation process newly qualified nurses working in mental health facilities need support to overcome their initial fears and develop self‐confidence in both managerial and therapeutic realms.Implications for practiceManagement of mental healthcare facilities needs to be cognisant of the importance of creating a supportive and safe environment that discourages negative stereotyping of patients and fosters newly qualified nurses' adaptation.

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Section: Discussionmentioning

confidence: 99%

Newly qualified nurses' perceptions of working at mental health facilities: A qualitative study

Mabala

Wath

Moagi

2019

Psychiatric Ment Health Nurs

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“…For instance, nursing curriculum has little explicit discussion about emotional competence which is useful to improve students' social skills (Waite & McKinny, 2016). Nurse educators were also not comfortable with exploring emotional issues as part of the training (Waugh, McNay, Dewar & McCaig, 2014).…”

Section: The Teaching Of Soft (Service) Skills In Nursing Programmesmentioning

confidence: 99%

“…Despite the low amount of obvious attention to soft (service) skills, there have been some efforts to minimally include such skills into nursing education. For example, action learning has been introduced to enrich nursing skills such as listening in 'real time' and being with someone in the moment (Pearson & McLafferty, 2011;Waugh, McNay, Dewar & McCaig, 2014).…”

Section: The Teaching Of Soft (Service) Skills In Nursing Programmesmentioning

confidence: 99%

“…Clinical placements are often used to provide opportunities of repeated exposures for practice; however, the likelihood of student nurses developing soft (service) skills in the dynamic environments is limited. This is because the skills needed to develop positive relationships with care recipients are complex (Park et al, 2013;Waugh, McNay, Dewar & McCaig, 2014).…”

Section: The Teaching Of Soft (Service) Skills In Nursing Programmesmentioning

confidence: 99%

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The perceived importance of soft (service) skills in nursing care: A research study

2020

Nurse Education Today

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“…[9][10][11][12] It is estimated that approximately 75 percent of patients with schizophrenia hear distressing voices. [13] A better understanding of voice-hearing can enable one to reflect on other viewpoints and enhance therapeutic communication skills, [14] inform nursing practice, [15] and impact the development of new and innovative interventions. [16] Listening to classroom lectures or reading from textbooks regarding schizophrenia and the accompanying symptoms cannot adequately convey to nursing students the daily struggles that confront those who hear distressing voices.…”

Section: Introductionmentioning

confidence: 99%

Transforming future nurses through simulation in mental health nursing

Langham

Jones²,

Terry³

2016

JNEP

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Background and objective: Nursing students may not have a true understanding of the lived experience of patients who hear voices (auditory hallucinations). The authors proposed that a "hearing voices" simulation experience would be an effective method for providing this educational content. The aim of this study was to implement and evaluate an experiential, mental health simulation activity and determine if attitudes, understanding, and empathy of nursing students were impacted. Methods: A narrative content analysis was utilized to compare pre-and post-simulation descriptive narratives in this qualitative study. Results: Four themes emerged and findings indicate that the simulation positively impacted the attitudes, understanding, and empathy of nursing students. Conclusions: This study supports previous research on the impact of a "hearing voices" simulation and provides additional corroboration for its use as an effective teaching strategy in equipping future nurses to provide quality healthcare for those with mental illness.

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Supporting the development of interpersonal skills in nursing, in an undergraduate mental health curriculum: Reaching the parts other strategies do not reach through action learning

Cited by 16 publications

References 15 publications

Newly qualified nurses' perceptions of working at mental health facilities: A qualitative study

Newly qualified nurses' perceptions of working at mental health facilities: A qualitative study

The perceived importance of soft (service) skills in nursing care: A research study

Transforming future nurses through simulation in mental health nursing

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