Self-Identity and Meaning in Life as Enablers for Older Adults to Self-Manage Depression.

Depression is the most common mental illness in older adults and is a leading cause of global disability. Generally, those who have a stronger sense of self-identity and find meaning in their lives tend to manage the symptoms of depression better than those who do not. Little is known about the association between self-identity, meaning in life and self-management of depression in older adults. The aim of this grounded theory study was to explicate how older adults with depression attempted to reclaim self-identity in ways that facilitated self-management. Data collection and analysis were informed by Corbin and Strauss' approach to grounded theory. Thirty-two older adults with a formal diagnosis of moderate depression participated in in-depth, semi-structured interviews. The core problem for participants related to their sense that they were not treated as individuals as they sought to receive and adapt to a depression diagnosis. This challenge was conceptualised as Struggling to maintain personal identity as an older adult with depression. By empowering themselves and striving for a meaningful existence, participants strived to master their current circumstances in ways that strengthened their sense of personal identity. This, in turn, supported their efforts to effectively manage their symptoms of depression and employ adaptive coping strategies that optimise well-being. Our findings identify the need for recovery-oriented models of interdisciplinary practice that enhance self-identity and meaning in life in older adults, in ways that support self-management of depression.

Cluster randomised controlled trial of a problem-solving, Story-bridge mental health literacy programme for improving Ghanaian community leaders' knowledge of depression.

BACKGROUND: Low levels of mental health literacy about depression in the community impact negatively on attitudes towards people with the disorder and their help-seeking. AIMS: The aim of this study was to assess the effectiveness of a problem-solving, Story-bridge mental health literacy programme, in improving community leaders' knowledge about helpful interventions for, and recognition of, depression. METHODS: A cluster randomised controlled trial involving 140 assembly members, intervention (n = 70) and control (n = 70) groups. The intervention group received a three-hour mental health literacy programme. The control group received a plain language basic brochure about mental health issues. Data were collected at baseline and 12-week follow-up. RESULTS: The intervention group demonstrated greater improvement in knowledge about helpful interventions for, and recognition of, depression compared to the control group at follow-up; however, the differences in both measures were small and not statistically significant. CONCLUSION: The programme has the potential to improve participants' knowledge about helpful interventions for, and recognition of, depression. Positive outcomes have public mental health implications as they might enhance early help-seeking and contribute to better outcomes for individuals with mental health problems. TRIAL REGISTRATION: ACTRN12617000033347. Date of registration - 9 January 2017.

A Theory on the Components of Depression Self-Management in Older Adults.

Depression is the most prevalent mental illness in older adults and is expected to increase with population aging. Health care policy in higher income countries increasingly promotes the self-management of long-term conditions, including depression. Scant research has considered how older adults understand and practice self-management. In this article, we present the findings of a grounded theory study which sought to explain how older community-based adults experience and self-manage depression. Interviews and observations were conducted with 32 older adults with a formal diagnosis of moderate depression. Participants responded to a diagnosis of depression by Taking stock, Accessing support, and Reclaiming self-identity. Their efforts were influenced by perspectives on age and depression, access to the health care system, and individual capacity for self-management. Improved understanding of how to facilitate self-management strategies may enable older adults to remain independent and healthier for longer, while moderating the risk of a chronic condition worsening.

Effectiveness of a Problem-Solving, Story-Bridge Mental Health Literacy Programme in Improving Ghanaian Community Leaders' Attitudes towards People with Mental Illness: A Cluster Randomised Controlled Trial.

In Ghana, people with mental disorders commonly experience negative attitudes and discrimination because of deep-rooted public stigma. The aim of the study was to assess the effectiveness of a mental health literacy programme in improving community leaders' attitudes toward people with mental disorders. A cluster randomised controlled trial, comprising an intervention and control group, participated in a 3-hour problem-solving, Story-bridge mental health literacy programme. Data were collected at baseline and 12-week follow-up. The intervention group performed better in most outcome measures at follow-up compared to the control group. There were statistically significant differences between the two groups, in perceived stigma, community mental health ideology (CMHI), and benevolence outcome measures over the two time-points. Overall, the findings suggest that the programme was somewhat effective in improving community leaders' attitudes and who might, subsequently, foster supportive, non-judgemental and empathetic attitudes toward individuals with mental disorders in their communities. There is scope for community psychiatric nurses and other primary health care workers to work with community leaders to increase public awareness of, and favourable attitudes toward, people with mental health problems in the community.

Factors influencing self-management of depression in older adults: a qualitative study.

Objectives: A considerable body of work addresses prevalence and treatment options for depression in older adults. However, less is known about their capacity to self-manage their depression. Effective self-management of depression has the potential to improve individuals' quality of life through information, empowerment and perceived control, while enabling more efficient health service utilisation. The aim of this paper was to identify the barriers and facilitators to self-management of depression in older adults.Method: A qualitative study comprising in-depth, semi-structured interviews with 32 older adults with a diagnosis of moderate depression.Results: Three over-arching themes captured the barriers and facilitators to participants' capacity to self-manage their depression. Perspectives on age and depression represented how views of older age and mental health influenced the approach to self-management. Ability to access the health care system concerned the ability to identify and engage with different services and support. Individual capacity for self-management reflected participants' views on and the resources required for effective self-management.Conclusion: This study offers a better understanding of the factors that positively or negatively influence older adults' ability to self-manage their depression. Strategies to improve self-management should address misconceptions about age and depression, and older adults' interest in and capacity to embrace self-management practices.

The Influence of a Successful Wellness-Illness Transition on the Experience of Depression in Older Adults.

This paper identifies the components of a successful wellness-illness transition on the experience and management of depression. Data collection and analysis were informed by Corbin and Strauss' approach to grounded theory. Exemplars and case studies are used to illustrate the findings. Three themes reflected participants' experiences of a wellness-illness transition relating to depression in older adults: Accepting a change in wellness-illness status, Adapting to the changeable nature of depression, and Creating new meaning. A change in wellness-illness status is interpreted through personal beliefs about depression, and the knowledge, skills and resources required to optimise well-being. Successful transitions were associated with improved experience and management of depression. The findings have implications for how older adults recognise and respond to symptoms of depression. Judicious advice and support from health professionals can facilitate wellness-illness transitions, thereby enhancing health and well-being outcomes for older adults with depression.

Understanding, choosing and applying grounded theory: part 2.

BACKGROUND: A fundamental decision when planning a study is the selection of the most appropriate approach to the research. Researchers choosing grounded theory must consider which approach is best suited to for collecting and analysing data. AIM: To enable nurse researchers to choose and apply a grounded theory methodology, using a worked example to illustrate the main elements and considerations. DISCUSSION: Grounded theory provides a helpful framework to guide data collection and analysis, and to generate theory from the data. It can also be used to modify or advance existing theories. CONCLUSION: Neophyte researchers need to understand the jargon, technical language and specific requirements of grounded theory to use it to its capacity. This supports the correct application of their preferred approach to grounded theory, and continuity between the study's question, aims and methods. IMPLICATIONS FOR PRACTICE: It takes time and effort to understand the different approaches of grounded theory, and to learn its rigorous standards. This paper offers guidance to nurse researchers by explaining fundamental decisions to be made when choosing and adopting a grounded theory methodology.

Affected family members' experience of, and coping with, aggression and violence within the context of problematic substance use: a qualitative study.

BACKGROUND: Families have an important role supporting a family member with problematic substance use (PSU), although this can often be challenging and confronting. Previous research has identified high rates of family aggression and violence within the context of PSU, although few studies have examined this issue from the perspective of affected family members (AFMs) supporting a member with PSU. The aims of the current study were to understand AFMs' experience of aggression and violence while supporting a member with PSU, and to explicate the strategies they used to prevent and cope with this behaviour. METHODS: Semi-structured, audio-recorded qualitative interviews were conducted with 31 AFMs from the state of Victoria in Australia. Interpretative Phenomenological Analysis was used to guide data collection and analysis. RESULTS: Almost 70% of participants experienced PSU-related family aggression and/or violence. Two main themes and related sub-themes were abstracted from the data capturing their experiences of this behaviour and the strategies they used to try to prevent and cope in this situation. Aggression and/or violence were variable, changeable and unpredictable; and aggression and/or violence altering social interactions and family dynamics. As a consequence, it was upsetting, stressful and emotionally exhausting to AFMs. In response to this experience, and largely through trial and error, they used several direct strategies to try to prevent and cope with the behaviour; however, most continued to struggle in these circumstances. They also highlighted additional indirect measures, which, if adopted, would enhance their existing direct strategies. CONCLUSIONS: More effective primary, secondary and tertiary preventive measures are needed to address family aggression and violence within the context of PSU. More support is needed for family members affected by PSU to enable them to 'stand up to,' to prevent and cope effectively with this behaviour, and to increase their help-seeking and access to specialist services and support groups. More appropriate policies and social services are needed to meet the needs of AFMs.

Paying patient and caregiver research participants: putting theory into practice.

AIM: To review and discuss the ethical and practical considerations about paying patient and caregiver participants in nursing research and, based on this review, to develop a set of guiding principles about payment of participants. BACKGROUND: To increase recruitment and retention, it is becoming increasingly common in nursing research to provide some form of payment to participants. The risk is that the promise of a payment may influence a patient or caregiver's decision to participate in research. However, research ethics protocols seldom provide explicit guidance about paying participants. Even where formal policies or fee schedules exist, there is little consistency in determining how payments should be calculated or administered. This has resulted in highly variable payment practices between locations, disciplines and institutions. DESIGN: Discussion paper. DATA SOURCES: PubMed, MEDLINE with Full Text, CINAHL and Health Source (Nursing/Academic Edition) were searched for terms related to paying research participants published between 2000 - August 2016. IMPLICATIONS FOR NURSING: Nurse researchers must comply with international, national and institutional ethical standards. Important ethical and practical considerations should guide the decision-making process about whether to pay research participants and how to determine the nature or value of the payment. Guiding principles can support researchers by highlighting key factors that may direct their decision-making in this regard. CONCLUSION: A deeper understanding of the fundamental ethical and practical considerations is needed to support researchers in their deliberations about paying participants in nursing research.

A peer support programme for enhancing adherence to oral antipsychotic medication in consumers with schizophrenia.

AIMS: To assess if consumers with schizophrenia who were non-adherent to their oral antipsychotic medication had improved adherence and mental state, after participating in a problem-solving based peer support programme. BACKGROUND: Many people with schizophrenia are reluctant to take their antipsychotic medications. Peer support, combined with a problem-solving approach, could be used as a strategy to improve adherence outcomes. A peer is an individual with mental illness who offers support to others. DESIGN: A quasi-experimental time-series design was used to measure the effect of the problem-solving based peer support programme on adherence and mental state. METHOD: Consumers who were non-adherent to oral antipsychotic medication were recruited from February 2009-June 2010. Peers contacted consumers by a weekly 20-minute telephone call for 8 weeks. Mental state was measured using the Brief Psychiatric Rating Scale-E and medication adherence was measured by self-report at baseline, postintervention (week 8) and follow-up (week 14). Data were analysed using the Friedman's test and Wilcoxon Signed Rank test for pair-wise comparisons. RESULTS: The study included 22 consumers and six peers: 19 males, mean age 35·1 years. Improvements were identified in medication adherence, negative symptoms and overall mental state between baseline and week 8. These improvements were maintained at week 14. CONCLUSION: Medication adherence may be enhanced with the addition of a peer support intervention. A problem-solving based peer support programme could be implemented in the community setting for patients who are non-adherent with oral antipsychotic medication.

Barriers to accessing mental health services in Somali-Australian women: a qualitative study.

Despite the global prevalence of mental disorders being widely acknowledged, mental illness, complex trauma and the significant impact on individuals, families and communities continues to be poorly recognized, under-diagnosed and underreported. Based on the 2017 Australian census, one-in-five (20%) people have experienced some type of mental illness within the last 12 months (Australian Bureau of Statistics [ABS], 2019). The prevalence rate of mental illness in culturally and linguistically diverse (CALD) communities is difficult to estimate due to cultural and linguistic issues and underutilization of mental health services. In particular, little epidemiological data is available about the prevalence of mental illness in the Somali-Australian community. The aim of this study was to identify the perceived barriers to help-seeking for mental health for Somali-Australian women. A qualitative descriptive study incorporating focus group discussions with 31 Somali-Australian women was conducted in Melbourne, Australia. Braun & Clarke's (2006) thematic analysis was applied to the data. Four themes relating to help-seeking barriers were abstracted. Influence of faith explored how Islam can impact the person views on mental illness. Stigma focused on the relationship between public and self-stigma and help-seeking. Mistrust of Western healthcare system describes the participants concerns about the cultural disconnect between the community and the Western healthcare system. Finally, denial of mental illness reflected the community views on mental health. This study provides an insight into the factors that influence the Somali-Australian community help-seeking with mental health services. The findings have implications for mental health professionals and the Somali-Australian community.

The influence of socio-demographic factors on stress and coping strategies among undergraduate nursing students.

BACKGROUND: Nursing students may experience high levels of stress during academic study, which may affect their physical and mental health. Continued severe stress may lead to attrition from a program, particularly if utilised coping strategies are not appropriate or effective. In addition, some socio-demographic factors can influence an individual's perceived stress level and choice of coping strategies. AIM: To determine if socio-demographic factors have an impact on perceived stress and preferred coping strategies of students enrolled in undergraduate nursing studies. DESIGN: Descriptive correlational cross-sectional study design. METHODS: Self-report questionnaires including a demographic questionnaire, Perceived Stress Scale, and Coping Strategy Inventory were utilised. A convenience cross-sectional sample of second- and third-year undergraduate nursing students (N = 377) were surveyed. Independent samples t-test, One-way ANOVA and multiple regression analysis were used to analyse data. Voluntary consent was obtained. FINDINGS: A moderate of proportion of participants (60%) were International students. The majority (n = 270, 71.6%) of participants had moderate stress levels. Engagement coping strategies (M = 56.33, SD = 10.27) were preferred over disengagement coping strategies (M = 46.29, SD = 11.36) for managing stress. Independent associations were identified for 'gender', 'age', 'marital status', 'country of birth', 'residential status' and 'language spoken' with stress and utilisation of preferred coping strategies. CONCLUSION: This study has determined that a significant number of students currently enrolled in an undergraduate nursing course may be experiencing a moderate amount of stress. Furthermore, participants' demographic factors may have influenced perceived stress and utilisation of coping strategies. Diversity in background may be contributing to additional stress for some students, who may have migrated alone, without family and support networks. Future research may evaluate strategies to reduce stress for undergraduate nursing students. Students for whom English was second language may require specific support to enhance their educational experience.

Qualitative process evaluation of a problem-solving and Story-bridge based mental health literacy program with community leaders in Ghana.

Improved knowledge about, and positive attitudes towards, people with mental illness could lead to improved support and decreased stigma for people with mental illness, including their families and carers. The aims of our study were to evaluate the perspectives of community leaders about the usefulness of a cluster randomized trial of a problem-solving and Story-bridge based mental health literacy (MHL) programme and to understand whether they utilized the knowledge acquired from the programme in their usual interactions with people with mental illness and their families. Twenty-five participants were sampled randomly from the intervention cluster of the trial to participate in a qualitative process evaluation, and individual interviews were used to collect data. A thematic analysis of the data was undertaken. Three themes were abstracted from the data, reflecting participants' perspectives about the usefulness of the programme: overcoming fear of perceived dangerousness, increasing willingness to engage, and becoming empathetic and non-judgemental. This qualitative process evaluation offers insights into how a problem-solving and Story-bridge based MHL programme to a targeted group could lead to real and supportive actions/attitudes to people with mental illness. The findings have clinical relevance for a collaboration among family members and caregivers, community leaders and community psychiatric nurses, and other primary healthcare workers to develop community MHL strategies to improve the quality of care, support and life of people with mental disorders.

Undergraduate student nurses' perspectives of an integrated clinical learning model in the mental health environment.

Providing nursing students with appropriate clinical practice during their undergraduate programme is critical to ensuring that graduates meet the competency requirements to gain registration as a nurse. In response to the predicted nursing workforce shortage, universities have been significantly increasing the enrolment of undergraduate nurses into Bachelor of Nursing courses. This has placed a demand on the availability of clinical placements and often universities struggle to find appropriate places. In this study, a Bachelor of Nursing course incorporated an Integrated Clinical Learning Model (ICLM) for the first time during a mental health placement. The model offered students the flexibility of attending their clinical placement over a 16-week period instead of a traditional block of 4 weeks. The aim of this study was to evaluate the student perspective of this model and whether it prepared them for the nursing workforce. Focus groups were conducted with undergraduate nursing students following their mental health clinical placement at an acute and extended care inpatient unit. Data were analysed using thematic analysis. Main themes included preparedness for practice, maintaining a work-life balance, and perceiving they were part of a team. The ICLM deepened students' knowledge and had a positive impact on their overall clinical learning.

Help-seeking experiences of older adults with a diagnosis of moderate depression.

Depression is the most prevalent mental illness among older adults. However, help-seeking by older adults is frequently delayed, resulting in longer duration of untreated symptoms, poorer health outcomes, and consequent higher healthcare use. Early help-seeking and access to appropriate support benefits individuals, while providing better outcomes from health systems constrained by limited resources. The aim of this study, which is abstracted from a larger study, was to identify the factors that inhibited and enabled formal help-seeking in older adults with a diagnosis of moderate depression. Corbin and Strauss' approach to grounded theory informed data collection and analysis. Two themes and related subthemes concerning help-seeking barriers and facilitators were abstracted from the data. Help-seeking barriers were attributable to stigma, self-motivation, accessing formal support, ageism, and difficulty obtaining an initial diagnosis. Help-seeking facilitators were accepting personal responsibility, mental health literacy, therapeutic alliances, and informal support. Findings have implications for the role of mental health nurses, who are well-placed to provide support to community-based older adults with depression. More broadly, mental health nurses and other clinicians should seek to reduce help-seeking barriers and implement ways to facilitate help-seeking in this cohort.

Accessing health care professionals about antipsychotic medication related concerns.

The purpose of this research was to describe mental health service users' access to and satisfaction with health care professionals, including nurses, as related to users' antipsychotic medication concerns. Eighty-one service users were interviewed using a questionnaire. Participants stated that case managers were the most accessible, while psychiatrists were the least accessible. It was perceived that most professionals, apart from general practitioners, had adequate knowledge of medications. Most participants were satisfied with the way health care professionals dealt with the service users' concerns about medications, but almost 16% were dissatisfied with general practitioners. The findings emphasize that access to and satisfaction with health care professionals is an important factor in medication adherence.

Preceptors' perspectives of an integrated clinical learning model in a mental health environment.

Supervised clinical practice is an essential component of undergraduate nursing students' learning and development. In the mental health setting, nursing students traditionally undertake four-week block placements. An integrated clinical learning model, where preceptors mentor students on an individual basis, has been used successfully in the clinical learning environment. This flexible model provides the opportunity for students to work across morning, afternoon, night and weekend shifts. There is a need to improve the evidence base for a flexible model for students undertaking a mental health placement. The aim of this study was to understand preceptors' experience of, and satisfaction with, a mental health integrated clinical learning model. Focus groups were used to elicit the views of preceptors from a mental health service. Findings highlight the advantages and disadvantages of an integrated clinical learning model in the mental health setting. Participants suggested that students may benefit from flexible work arrangements, a variety of experiences and a more realistic experience of working in a mental health service. However, they found it challenging to mentor and evaluate students under this model. Most also agreed that the model impeded students' ability to engage with consumers and develop rapport with staff. The findings indicate the need to develop a placement model that meets the unique needs of the mental health setting.