Is epistemic injustice a worthy application to mental health nurse education?

This paper explores the philosophical concept of epistemic injustice and contends its significance and relevance to mental health nurse education and clinical practice. The term epistemic injustice may be unfamiliar to mental health nurses, yet the effects are readily visible in the dismissing, silencing, and doubting of service users' knowledge, testimony, and interpretation. Existing professional values and clinical standards lack depth and critical exploration pertaining to epistemology and associated ethical concerns. Despite central tenets of person-centred care and valuing the service users' voice, epistemic injustice continues to occur. Epistemic injustice cannot be summed up merely by asking nurses to listen to service users. This represents an oversimplification of epistemology, ignoring the complexities of social influence and knowledge exchanges. Epistemic injustice brings something new and innovative to the nursing curriculum and fits within the principles of heutagogy. It encourages deep reflexivity surrounding the ethical issues of power inequalities and intersectionality. Inclusion in mental health nursing education allows for the social and political powers of psychiatric diagnosis as a form of silencing and stigma to be examined. Practical application is made to mental health nursing education and practice with epistemological values and ethical reflexive prompts. These can be utilised by educators and lecturers for pre-registration mental health nurse education, post-registration, and continued professional development.

Design of a nursing psychoeducation program to reduce preoperative anxiety in adults.

Introduction: Preoperative anxiety, with its multifactorial origins, affects a wide range of surgical patients, leading to adverse physiological and psychological effects in the perioperative period. Customized, autonomous nursing interventions are needed to address individual person needs. The shift toward outpatient surgery emphasizes the need for restructured nursing approaches. Existing literature suggests that preoperative nursing consultations offer opportunities for assessing needs, providing information, and prescribing anxiety-reduction strategies. Psychoeducation, a specialized skill within mental health and psychiatric nursing, has proven effective in alleviating preoperative anxiety and reducing postoperative complications. The aim is to obtain and analyze the information reflecting nurses' understanding of the design, structure, and operationalization of a psychoeducation program to reduce preoperative anxiety in adults. Methods: A qualitative, exploratory, descriptive study was conducted. Data were collected through a 90-min focus group session held online via Zoom Meetings videoconferencing platform. Inclusion criteria for the participant's selection were established. The focus group was guided to deliberate on potential strategies for crafting effective psychoeducational interventions. Data collection ceased upon reaching theoretical saturation and gathered information was submitted for content analysis. Ethical procedures were ensured. Results: Of the participants, 10 were specialist nurses (7 working in mental health and psychiatric nursing and the remaining in medical-surgical nursing), with an average age of 41 and an average of 15 years working in surgical services. The nurses selected the target population, the structure and content of the psychoeducation sessions, and the resources and addressed the perceived importance, effectiveness, and feasibility of the designed psychoeducation program. Discussion: The study revealed the nurses' understanding of the design of a psychoeducation program potentially effective in reducing preoperative anxiety in adults, in an outpatient surgery context. This result will allow the transfer of the produced knowledge to nurses' professional practice reflecting lower levels of anxiety and promoting a better surgical recovery. This is an unprecedented study conducted in Portugal, adding substantial knowledge to the nursing discipline. However, further research into implementing psychoeducation in a surgical context is suggested aiming to consolidate the results of research already carried out internationally.

Academic Electronic Health Record in Mental Health Clinical: A Quality Review.

Developing competency in the use of EHRs is essential for entry-level professional nurses. Although nursing education has been encouraged to integrate this technology into nursing curriculum, many students still graduate feeling unprepared in this area. As a result, nursing graduates lack the skills necessary to effectively use EHRs, which may have negative consequences for safe patient care. Use of academic EMRs provides students the opportunity to integrate informatics education, develop critical thinking, and incorporate problem-solving skills in the clinical area. An academic EMR was introduced to students in the second semester of a baccalaureate degree nursing program. Students completed documentation on one patient from the mental health clinical rotation. A retrospective chart review was conducted, using a rubric to determine charting efficacy. Data analysis indicated that students struggled with documentation of the mental health assessment, care plan development, and nursing notes. Student documentation was strongest in vital signs and basic information. Students need practice documenting on the critical aspects of nursing care. Utilization of an academic EMR for clinical charting provides an opportunity for students to practice documentation and develop necessary skills for clinical practice.

Barriers and Needs of Mental Health Nursing Practitioners toward the Provision of Physical Health Care for Individuals with Severe Mental Illness: Findings from a Cross-Sectional Survey in India.

Despite the potential and opportunity for nurses in mental health settings to deliver comprehensive care to individuals with severe mental illnesses, existing evidence indicates inadequacy in providing physical health care. To understand this gap, we examined the mental health nurse's attitudes, practices, training needs, and barriers toward physical healthcare of individuals with severe mental illness and explored the associated socio-demographic differences. All mental health nurses working in an apex mental health care center in India were assessed using a self-administered questionnaire, which included a socio-demographic profile and the Physical Health Attitude Scale (PHASe). Overall, the nurses held positive attitudes, with items related to smoking and confidence toward physical health care delivery showing more positive ratings than those items related to attitude and perceived barriers. Lack of motivation from patients and nurse's workload in provision of psychiatric care were perceived as major barriers. Nurses with lesser years of experience had a slightly more positive attitude. The findings have important implications for mental health nursing practice and training toward strengthening holistic nursing care for individuals with severe mental illness, specifically in countries with limited resources.

Holding Hope: Co-producing eating disorders education that integrates the lived experience voice to inform best practice.

WHAT IS KNOWN ON THE SUBJECT?: Eating Disorder (ED) education is predominating taught through a DSM-V diagnostic criteria and clinically focused lens devoid of lived experience expertise. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: Current clinically focused ED education may be shaping health professional misunderstandings of EDs, influencing the therapeutic relationships between health professional and consumer which is key to the recovery process. Integrating the lived experience voice through co-produced, humanities-based ED education deepens understandings and honours the complexities of EDs by bringing a much-needed, alternate perspective to health professional learning, practice and research. WHAT ARE THE IMPLICATIONS FOR MENTAL HEALTH NURSING?: Reframing mental health education towards a more strengths-based, trauma-informed and recovery focused lens has the potential to upskill the health workforce in how to hold hope, space and learn to walk the fight with people living and recovering with an ED.

Caracterização da formação em saúde mental na graduação em enfermagem em uma capital brasileira: uma análise na perspectiva do pensamento complexo de Edgar Morin / Characterization of mental health education in undergraduate nursing in a Brazilian capital: an analysis from the perspective of Edgar Morin's complex thinking

A formação do enfermeiro para atuar no campo da saúde mental é considerada um processo histórico, dinâmico, complexo e está relacionada a diferentes aspectos, o que estimula a discussão sobre a temática, principalmente com as recentes mudanças nas políticas de educação e de saúde e por se considerar uma temática atual e que tem seu lugar de importância na discussão da profissionalização da enfermagem. O presente trabalho teve como objetivo geral caracterizar a formação em saúde mental na graduação em enfermagem em uma capital do Nordeste brasileiro. Trata-se de um estudo descritivo-exploratório, com utilização da abordagem qualitativa e ancorado no Pensamento Complexo de Edgar Morin. O estudo foi realizado com seis instituições de uma capital do Nordeste brasileiro entre os meses de julho de 2020 e maio de 2021. Foi utilizada a técnica de triangulação dos dados, por meio dos documentos institucionais, entrevistas com docentes e estudantes e aplicada a Análise de Conteúdo proposta por Bardin como fundamentação metodológica de análise em todo o material produzido. A análise dos achados encontrou que a proposta da formação em saúde mental nos projetos dos cursos não está clara; a estrutura curricular possui diferença de carga horária, oferta de práticas em serviços e número de docentes entre as instituições; a formação teórica é norteada por fundamentos teórico-filosóficos na construção das disciplinas, com diversos conteúdos abordados e diferentes estratégias metodológicas e recursos didáticos; a formação prático-vivencial acontece prioritariamente em Centros de Atenção Psicossocial, mas também são utilizados outros serviços; a formação complementar acontece por meio de projetos de extensão e pesquisa. Esse estudo revela que a formação em saúde mental na graduação em enfermagem possui caraterísticas que se interrelacionam com os princípios do Paradigma da Complexidade, mostrando-se um processo que está ainda é pouco compreendido, mas que está em constante transformação

The training of nurses to work in the field of mental health is considered a historical, dynamic, complex process and is related to different aspects, which stimulates the discussion on the theme, especially with recent changes in education and health policies and because it is considered a current theme that has its place of importance in the discussion of nursing professionalization. The present study aimed to characterize mental health education in undergraduate nursing in a capital of northeastern Brazil. This is a descriptive-exploratory study, using the qualitative approach and anchored in Edgar Morin's Complex Thinking. The study was conducted with six institutions from a capital of northeastern Brazil between July 2020 and May 2021. The technique of triangulation of the data was used, through institutional documents, interviews with teachers and students, as also the Content Analysis proposed by Bardin as a methodological basis of analysis in all the material produced. The analysis of the findings found that the proposal of mental health training in course projects is unclear; the curricular structure has a difference in workload, offer of practices in services and number of teachers between institutions; theoretical formation is based on theoretical-philosophical foundations in the construction of disciplines, with several contents addressed and different methodological strategies and teaching resources; practical-experiential training takes place primarily in Psychosocial Care Centers, but other services are also used; and complementary training takes place through extension and research projects. This study reveals that mental health education in undergraduate nursing has characteristics that are interrelated with the principles of the Complexity Paradigm, showing a process that is still poorly understood, although it is constantly changing

Religiosidade/espiritualidade em saúde: uma disciplina de pós graduação / Religiosity/spirituality in health: a graduate discipline / Relisiosidad/spiritualidad en salud en salud: una disciplina de posgrado

Evidências sugerem uma relação importante entre a religiosidade/espiritualidade (R/E) e a saúde. No entanto, poucos profissionais da área têm uma formação que contemple os conhecimentos pertinentes a essa relação. O objetivo deste estudo é apresentar um relato de experiência sobre uma disciplina desenvolvida em um programa de pós-graduação de uma universidade pública do Estado de São Paulo. A disciplina se propôs a compreender como a R/E tem sido abordada no cuidado em saúde e evidenciar técnicas, instrumentos e estratégias de intervenção que podem ser utilizadas nesses contextos. Os estudantes se envolveram ativamente ao serem convidados a falar de suas experiências pessoais, profissionais e acadêmicas com a R/E. A disciplina cumpriu a função de transmitir conhecimentos a partir das evidências científicas sobre a dimensão da R/E, além de formar profissionais capazes de olharem para si e para os outros de maneira empática, valorizando sentimentos e emoções e, consequentemente, ampliando recursos formativos (AU).

Evidence suggests an important relationship between religiosity/spirituality (R/S) and health, however, few professionals in the area have a background that includes the pertinent knowledge of this relationship. This study aims to present an experience report on a discipline developed in a postgraduate program at a public university in the State of São Paulo. The discipline proposed to understand how R/S has been approached in health care and to show techniques, instruments, and intervention strategies that can be used in these contexts. The students were actively involved when being invited to talk about their personal, professional and academic experiences with R/S. The discipline fulfills the goal of transmitting knowledge based on scientific evidence on the R/S dimension, in addition to training professionals capable of looking at themselves and others empathetically, valuing feelings and emotions, expanding training resources (AU).

Evidencias sugieren una relación importante entre religiosidad/espiritualidad (R/E) y salud, sin embargo, pocos profesionales en el área tienen una formación que incluya el conocimiento relevante de esta relación. El objetivo de este estudio es presentar un informe de experiencia sobre una disciplina desarrollada en un programa de posgrado en una universidad pública del Estado de São Paulo. La disciplina se propuso comprender cómo se ha abordado la R/E en el cuidado de la salud y mostrar técnicas, instrumentos y estrategias de intervención que se pueden utilizar en estos contextos, de manera que los estudiantes se involucren activamente al ser invitados a hablar de sus experiencias personales, profesionales y académicas con R/E. La disciplina cumple la función de transmitir conocimientos desde la evidencia científica sobre la dimensión de la R/E, además de formar profesionales capaces de mirarse a sí mismos y a los demás con empatía, valorar los sentimientos y emociones, ampliando los recursos formativos (AU).

Effectiveness of nurses training in routine screening of violence against women with mental illness: A randomized controlled trail.

BACKGROUND: Globally, people with mental illness are highly vulnerable to various forms of abuse. Yet, research on routine screening of violence by mental health professionals is limited. AIM: The aim of this study was to evaluate the impact of training on nurses' attitudes towards routine screening and confidence in implementing routine screening of violence among women with mental illness. METHODS: A randomized controlled trial design was adopted for the present study. The participants of this study were 68 nurses randomly assigned to either experimental or control group (34 in each group). The experimental group was provided eight interactive sessions based on a Nursing Module on abuse among women with mental illness. The assessments were done in both groups at baseline, after the intervention, at three months and at six months. All assessments were self-rated questionnaires to assess nurses' attitudes and confidence in implementing routine screening of violence attitudes. RESULTS: The experimental group showed a statistically significant improvement in the attitudes and confidence in implementing routine screening of abuse in women with mental illness (p < 0.05) than the control group. Repeated measures of analysis also revealed statistically significant differences related to attitude and confidence in implementing routine screening of abuse between the groups and within the experimental group at different time points of assessment (p < 0.001). CONCLUSION: This study concluded that training based on a nursing module improved nurses' attitudes and confidence to conduct routine screening of violence among women with mental illness. However, further studies are necessary to clarify whether the training is effective in implementing in nursing practice.

"I found it daunting": An exploration of educational needs and experiences of mental health student nurses working with children and adolescents with eating disorders.

WHAT IS KNOWN ABOUT THE SUBJECT?: A therapeutic relationship with a professional who displays an informed approach has a positive effect on outcomes for young people presenting with an eating disorder. There is a dearth of research available on the student mental health nurse experience of working with young people with an eating disorder both internationally and from the Republic of Ireland. Within this limited literature, nursing students were found to hold more negative perceptions towards this group than more experienced clinicians. The causes of eating disorders are complex, which make education and support to understand the individual with an eating disorder essential. Within the Republic of Ireland, child and adolescent mental health historically has received very little attention in the undergraduate mental health nursing curriculum. WHAT DOES THE STUDY ADD TO EXISTING KNOWLEDGE?: Findings from this study recommend that a set of guidelines are made available for students to feel more confident in their role. It is suggested that this resource would include the therapeutic skills to engage the young person with an eating disorder. A specialist clinical placement has been identified as the most appropriate time to consider the development of a study day or days to facilitate learning of the skills and therapeutic techniques to work with adolescents. Application of these skills would occur within the clinical learning environment under supervision and guidance of the clinical preceptor. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Specialized training for student mental health nurses working with this group will enhance confidence and competence levels in forming therapeutic relationships, thereby improving outcomes for those attending the services. Better student experience may also enhance future nursing recruitment into this area. Students need additional support in managing these often complex and ambivalent presentations and their own fears or stigma around people with an eating disorder. This is recommended as taking the form of reflective practice during the placement. There is a need for nursing management to support nurses in their role as preceptor. This would involve protected time for preceptors to engage the student nurse in clinical education and reflective practice. ABSTRACT: Introduction There is limited attention given to child and adolescent mental health in the undergraduate mental health nursing curriculum within the Republic of Ireland. There is a dearth of research available on specifically the student mental health nurse experience both internationally and from the Republic of Ireland. Aim To explore factors that impact on the experience of mental health student nurses working with adolescents who present with eating disorders. Method This qualitative descriptive study was conducted through individual semi-structured interviews with n = 4 mental health student nurses. Data were then subjected to a schematic content analysis. Results The participants experienced developing therapeutic relationships with this group as a challenging process. They believed that the theoretical component of the undergraduate programme facilitated them in their understanding but did not prepare them to engage therapeutically with these adolescents. Discussion Preceptors are identified as the main source of support but improvements to the clinical learning environment would enhance the learning experience. Implications for practice Support for the role of the preceptor in the specialist clinical setting in the form of training and protected time to engage students in clinical education and reflection was suggested as a method to enhance the clinical learning environment.

Initial psychometric evaluation of the physical health attitude scale and a survey of mental health nurses.

WHAT IS KNOWN ON THE SUBJECT?: A clear association exists between serious mental illness (SMI) and poor physical health. Individuals with SMI have markedly higher risks for mortality and morbidity. Mental health nurses play an important role in enhancing service users' mental and physical well-being. The attitudes of mental health nurses towards physical health care have been explored in the western part of the world. However, cross-country differences should be determined to reveal the importance of this global issue. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: This study adds new data to the literature on the Physical Health Attitude Scale's (PHASe) validity and nurses' attitudes when working in acute mental health services in different cultures. Nurses in acute mental health wards mostly focus on the basic physiological indicators of patients' existing physical health problems, so health promotion practices such as sexual health and eye/dental examinations are neglected for individuals with SMI. Nurses' higher level of confidence about their delivery of physical health care is due to their familiarity with basic nursing practices (e.g. monitoring blood pressure and checking blood glucose levels). Differences that exist between countries in relation to smoking habits are probably due to different regulations. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: To improve patients' physical healthcare outcomes, nurses should be provided with additional training and supervision to strengthen their skills and confidence. Nurses' perceived need for additional training reflects the importance of physical health care in mental health settings, in which training could substantially improve patient outcomes. Authors believe that standard protocols must be established in acute psychiatric care to eliminate obstacles to holistic patient care. Training needs of mental health nurses on health promotion practices should be considered by administrators of mental health settings. Abstract Introduction Nurses play an important role in improving the physical health of individuals with serious mental illnesses. The literature on the attitudes of mental health nurses towards physical health care provides a small amount of data. Assessing trends in nurses' attitudes through suitable surveys is important to ensure holistic care. Aim/Question This study sought to examine the Turkish version of the Physical Health Attitude Scale's (PHASe) validity and reliability and to survey Turkish mental health nurses' attitudes towards physical health care. Method The sample consisted of 174 nurses working in acute psychiatric wards. Firstly, the psychometric properties of the scale were analysed using factor analysis and measures of internal consistency and reliability. Then, the survey results of the attitudes of mental health nurses towards the physical health of patients with serious mental illnesses were determined using the Physical Health Attitude Scale (PHASe). Results The translated PHASe functioned best as a 24-item version and 4-factor solution that explains 51.3% of the variance. The internal consistency value was 0.83. The respondents' attitudes were generally positive about their role. There was less agreement for the involvement of nurses in practices of health promotion, such as sexual health, eye and/or dental examinations. The nurses surveyed also tended to use smoking for therapeutic purposes. Implications for practice Mental health nurses' knowledge and attitudes should be enhanced by additional training in the ways of meeting patients' biopsychosocial needs. Obstacles to physical health care can be removed by implementing standard protocols nationwide.

Escala de avaliação da qualidade do ensino de enfermagem em saúde mental e psiquiátrica: validação de conteúdo / Quality assessment scale of mental and psychiatric health nursing education: content validation

Introdução: As Diretrizes Curriculares Nacionais para os cursos de Enfermagem (DCN/ENF) consideram que as escolas devem reconhecer as formas de organização social, transformações e expressões. Concomitantemente, a Reforma Psiquiátrica (RP) brasileira busca substituir o modelo centralizado na assistência no hospital. Embora o paradigma psicossocial seja o norteador das políticas públicas de saúde mental no Brasil, o histórico da hegemonia do modelo hospitalocêntrico, em relação ao psicossocial, sugere que ensino ainda seja pautado no modelo asilar. Pergunta de pesquisa: Uma escala de avaliação de qualidade padronizada poderá identificar se o ensino de Saúde Mental e Psiquiatria nos cursos de graduação em Enfermagem brasileiros está pautado na reabilitação psicossocial; se atende aos dispostos da lei 10.216/2001 e das DCN/ENF/2001; e se ajuda nas reformulações necessárias ao n.o processo de ensinar Enfermagem em Saúde Mental e Psiquiatria na perspectiva da RP? Objetivo Geral: Construir e validar o conteúdo de uma escala que avalie o ensino de Saúde Mental e Psiquiatria nos cursos de graduação em Enfermagem brasileiros, na perspectiva da reabilitação psicossocial, dos dispostos da Lei n.o 10.216/2001 e das DCN/ENF. Objetivos Específicos: Caracterização as IES brasileiras; realizar um censo dos cursos de graduação em Enfermagem em IES brasileiras; identificar e caracterizar as disciplinas de Saúde Mental e Psiquiatria dos cursos de Enfermagem de escolas brasileiras; identificar as dimensões necessárias para o ensino desta disciplina nos cursos de graduação em Enfermagem, na Lei n.o 10.216, no capítulo A reabilitação como cidadania do livro Libertando Identidades, de Benedetto Saraceno (2001), no texto das DCN/ENF/2001 e nas opiniões de professores de disciplinas de Enfermagem em Saúde Mental e Psiquiatria de cursos de graduação em Enfermagem; elaborar itens de uma escala contendo as dimensões necessárias para o ensino de Saúde Mental e Psiquiatria nos cursos de graduação em Enfermagem; validar o conteúdo da escala; realizar teste-piloto da escala com professores de disciplinas de Saúde Mental e Psiquiatria de cursos de Enfermagem brasileiros. Materiais e Métodos: Estudo de abordagem quantitativa e psicométrica (quando se construiu e validou o conteúdo da escala de avaliação de qualidade do ensino de Saúde Mental e Psiquiatria de cursos de graduação em Enfermagem - E-Mental). Resultados e Discussões: A maioria das IES e dos cursos de Enfermagem brasileiros são privados. A variação em relação à quantidade de disciplinas de Enfermagem em Saúde Mental e Psiquiatria foi alta por não haver uma legislação específica para a padronização das disciplinas. A escala E-Mental apresentou evidências de validade de sua estrutura interna pelo conteúdo. Considerações Finais: Para que o ensino seja coerente com as políticas de saúde mental e que os cursos formem profissionais aptos para atuarem de acordo com as demandas do sistema público de saúde, é necessário que pesquisas se dediquem à temática.

Introduction: The National Curriculum Guidelines for Nursing Courses (DCN / ENF) consider that schools should recognize forms of social organization, transformations, and expressions. Concomitantly, the Brazilian Psychiatric Reform (PR) seeks to replace the centralized model of in-hospital care. Although the psychosocial paradigm is the guiding principle of public mental health policies in Brazil, the history of hospital- centered hegemony regarding the psychosocial model suggests that teaching is still based on the asylum model. Research question: A standardized quality assessment scale will identify whether the Mental Health and Psychiatry teaching in Brazilian Nursing undergraduate courses is based on psychosocial rehabilitation and meets the provisions of Law no 10.216/2001 and DCN/ENF/2001, and to help in necessary reformulations to the process of teaching Nursing in mental and psychiatric health from the PR perspective? General Objective: To construct and to validate the content of a scale that evaluates the teaching of Mental Health and Psychiatry in Brazilian Nursing undergraduate courses from the perspective of psychosocial rehabilitation, according to the provisions of Law no 10.216/2001 and DCN/ENF/2001. Specific Objectives: Brazilian HEIs characterization; to conduct a census of undergraduate nursing courses in Brazilian HEIs; to identify and characterize the disciplines of Mental Health and Psychiatry in Nursing courses of Brazilian schools; to identify the necessary dimensions for the teaching of this subject, based on Law no 10.216/2001, in the chapter The rehabilitation as citizenship from the book Libertando Identidades, by Benedetto Saraceno (2001), the DCN/ENF/2001 text and teachers opinions of Nursing disciplines in Mental and Psychiatric Health of undergraduate Nursing courses; to elaborate items of a scale containing the necessary dimensions for the teaching of Mental Health and Psychiatry in undergraduate Nursing courses; to validate the content of the scale; to conduct a pilot-scale test with Mental Health and Psychiatry teachers from Brazilian Nursing courses. Materials and Methods: To study the quantitative and psychometric approaches (when the content of the quality assessment scale of the teaching of Mental Health and Psychiatry of undergraduate Nursing - E-Mental) was constructed and validated. Results and Discussion: Most Brazilian HEIs and Nursing courses are private. The variation in disciplines in Mental and Psychiatric Health Nursing was high because there is no specific legislation for discipline standardization. The E-Mental scale showed evidence of its internal structure validity by content. Final Considerations: For the teaching to be coherent with the mental health policies and the courses train fit professionals to work by following the public health system demands, it is necessary to research this theme properly.

Psychiatric nursing and mental health teaching in relation to Brazilian curriculum / Enseñanza de la enfermería psiquiátrica y salud mental frente a los currículos brasileños / Ensino de Enfermagem Psiquiátrica e Saúde Mental face aos currículos brasileiros

ABSTRACT Objectives: to know the scientific production on psychiatric nursing and mental health teaching in relation to Brazilian nursing curriculum. Methods: an Integrative Literature Review with no temporal delineation, whose data collection took place in ten Brazilian and international databases, adding to the total 35 objects of analysis. Results: a priori categories were adopted, consisting of the psychiatric nursing and mental health teaching in Brazil according to the 1923, 1949, 1962, 1972, 1994 and 2001 nursing curriculum, presented in the light of the dimensions: thought model; places of practice; methods or contents used; and profile or skills of the student. Final considerations: the study made it possible to observe psychiatric nursing and mental health teaching historical evolution, indicating that teaching transformations involved changes in curriculum, Psychiatric Reform and the way nursing undergraduate courses and schools take these determinants.

RESUMEN Objetivos: conocer la producción científica sobre la enseñanza de la enfermería psiquiátrica y salud mental en relación con los currículos de enfermería brasileños. Métodos: Revisión Integrativa de la Literatura sin delimitación temporal, cuya recolección de datos se realizó en diez bases de datos nacionales e internacionales, sumando al total de 35 objetos de análisis. Resultados: se adoptaron categorías a priori, que consistían en la enseñanza de la enfermería psiquiátrica y salud mental en Brasil de acuerdo con los programas de enfermería de los años 1923, 1949, 1962, 1972, 1994 y 2001, presentados a la luz de las dimensiones: modelo de pensamiento; lugares de práctica; Métodos o contenidos utilizados; y perfil o habilidades del alumno. Consideraciones finales: el estudio permitió observar la evolución histórica de la enseñanza de la salud mental y la enfermería psiquiátrica, lo que indica que las transformaciones de la enseñanza implican cambios curriculares, la Reforma Psiquiátrica y la forma en que los cursos y escuelas de enfermería de pregrado toman estos determinantes.

RESUMO Objetivos: conhecer a produção científica sobre o ensino de Enfermagem Psiquiátrica e Saúde Mental face aos currículos brasileiros de enfermagem. Métodos: Revisão Integrativa de Literatura sem delineamento temporal, cuja coleta de dados ocorreu em dez bases de dados nacionais e internacionais, somando-se ao total 35 objetos de análise. Resultados: adotaram-se categorias apriorísticas, consistindo no ensino de Enfermagem Psiquiátrica e Saúde Mental no Brasil conforme os currículos de enfermagem dos anos de 1923, 1949, 1962, 1972, 1994 e 2001, apresentados à luz das dimensões: modelo de pensamento; locais de prática; métodos ou conteúdos utilizados; e, perfil ou competências do discente. Considerações finais: o estudo possibilitou observar a evolução histórica do ensino de Enfermagem Psiquiátrica e Saúde Mental, indicando que as transformações do ensino envolveram mudanças curriculares, na Reforma Psiquiátrica e no modo como os cursos e escolas de graduação em Enfermagem se apropriam destes determinantes.

Improving Nurses' Behavioral Health Knowledge and Skills With Mental Health First Aid.

Given the current professional behavioral health workforce shortage, nursing professional development practitioners require educational resources to fully support registered nurses across settings in responding to patients with behavioral health symptoms. Mental Health First Aid is an 8-hour training to help nonprofessional bystanders assess a mental health crisis, provide initial help, and connect to supports and self-help resources in the local community. Mental Health First Aid was acceptable and useful to 60 RNs and can be supplemented with additional content.

Moving Beyond the Behavior-Change Framework for Smoking Cessation: Lessons for a Critical Ontology From the Case of Inpatient Psychiatric Units.

BACKGROUND: Leading scholars have called on nursing schools to pay more attention to smoking cessation in the education of nursing students. AIM: This article argues that attention to this subject should include a rethinking of the behavior-change framework that forms the methodological basis of this field. METHOD: Drawing on classic and contemporary work in sociology, anthropology, and critical public health, this article explores the specific example of smoking in long-term inpatient units to illustrate the limitations of a behavior-based ontology and suggest an alternative conceptual vocabulary. RESULTS: An alternative approach posits smoking as a social practice. It sheds light on situational factors that incentivize smoking and might be contributing to patient resistance to cessation. CONCLUSIONS: A different conceptual framing of smoking can point to interventions beyond the level of individuals, focusing instead on the broader interface between people and situations, where decisions and desires meet institutional and organizational dynamics and structures of opportunity and access.

What Is the Impact of Targeted Health Education for Mental Health Nurses in the Provision of Physical Health Care? An Integrated Literature Review.

Individuals with a severe mental illness have a gap in life expectancy of up to 20 years in comparison to the general population. Nurses who work in mental health services have been identified as best placed to improve the physical health outcomes of individuals with mental illness. The literature identifies a lack of nursing knowledge related to physical health care and the presence of metabolic syndrome which is impeding nurses in providing essential physical health care to patients. An integrated literature review was carried out due to the dearth of research evidence pertaining to the impact of targeted education specifically with psychiatric/mental health nurses in the provision of physical healthcare. A search for literature included the following databases: CINAHL, Medline, PsycINFO, Embase and Web of Science revealed nine studies: seven quantitative, one qualitative and one mixed method. Qualitative synthesis has shed light on the value of targeted education on improving knowledge and skills in providing physical health care that can then be translated into clinical practice. Targeted education in physical healthcare grows psychiatric/mental health nurse's confidence and develops the skills necessary to enable them to screen and monitor and offer range of physical health interventions to individuals with severe mental illness. Accessible summary • The poor physical health outcomes and premature death of individuals with severe mental illness is of growing concern; a contributing factor is a lack of knowledge and confidence amongst psychiatric/mental health nurses to providing physical health screening and intervening in preventable diseases such as cardiovascular disease, stroke cancer, and type 2 diabetes mellitus. • An integrated literature review was used to ascertain if targeted education on physical health care can improve the knowledge base of psychiatric/mental health nurses within physical health care. • Nine studies were critically appraised, and the data reduced using a narrative synthesis that tells a story of the findings from these research studies. • The review found that targeted education with psychiatric/mental health nurses does result in a statistical increase in knowledge This review finds that nurses have not been regularly supported with physical health education to alter existing practices. This lack of knowledge within physical healthcare is hindering psychiatric/mental health nurses to fully engaging in physical health care activities in practice.

Efectos de la experiencia clínica en las actitudes de estudiantes de enfermería hacia las personas con discapacidad psiquiátrica / Effects of clinical experience in the nursing student attitudes toward people with psychiatric disabilities

RESUMEN En la formación del estudiante de pregrado de Enfermería se hace fundamental la elección de experiencias de aprendizaje significativas. Objetivo: Determinar el efecto de la experiencia clínica en servicios de psiquiatría, en las actitudes de estudiantes de Enfermería hacia las personas con discapacidad psiquiátrica. Material y método: Diseño cuasi experimental de pre y postest. La muestra incluyó un total de 84 estudiantes de Enfermería de tercer año de dos universidades de Santiago de Chile. El total de la muestra completó la "Escala de Actitudes hacia las Personas con Discapacidad" (EAPD) forma G. Se consideró como intervención las estrategias usadas en las asignaturas clínicas de enfermería psiquiátrica en ambas universidades. Se realizó prueba t de student para muestras relacionadas. Resultados: Se encontró diferencia estadísticamente significativa (p< 0,05) en el postest, lo que está relacionado con las experiencias de aprendizaje que consideran el contacto con personas con discapacidad psiquiátrica, en diferentes dispositivos de la red de psiquiatría y el acompañamiento docente directo. Conclusión: Estos hallazgos validan la importancia de la elección de experiencias clínicas, en los currículos de formación de Enfermería, como instancias que disminuyen las actitudes negativas como la estigmatización.

ABSTRACT The choice of meaningful learning experiences becomes essential in basic Nursing education programs. The purpose of this study is to determine the effect of clinical experience in psychiatric services in Nursing students' attitudes towards people with mental illnesses. A quasi-experimental design method of pre-test and post-test was used. The sample was made up of 84 third-year-nursing students from two universities in Santiago, Chile. All of the participants completed the Scale of Attitudes Toward Disabled Persons (SADP)-G. The strategies used in subjects of psychiatric nursing at both universities were regarded as intervention. Student t test for related samples was performed. Results: Respondents reported statistically significant difference (p <0.05) in the post test, which is associated with learning experiences that consider contact with people with mental illness in any of the different psychiatry network nodes and direct educational support. Conclusion: Validate the importance of including the clinical experience in the nursing training curriculum as a way of reducing negative attitudes of Nursing students, such as stigmatization, towards people with mental illnesses.

Reformulação da assistência em saúde mental em uma unidade básica de súde de Juiz de Fora (1997-2001) / Mental healthcare reformulation in a Basic Health Care Unit of Juiz de Fora (1997-2011)

O objeto de estudo é a atuação da equipe de saúde na implantação dos Protocolos de Conduta do Sistema Municipal de Saúde Mental de Juiz de Fora (SMSM/JF), para a assistência em saúde mental na Unidade Básica de Saúde (UBS) Padre Roberto Sapwen, situada no bairro São Pedro, na região oeste do município de Juiz de Fora, Minas Gerais, Brasil , no período de 1997 a 2001....(AU)

Moving Beyond Routines in Teaching and Learning: Releasing the Educative Potential of Published Eating Disorder Memoirs.

Learning from the lived experience of disordered eating is vital for contemporary mental health practitioners. While mental health practitioners need to understand the psycho-biological issues that impact the person and family with an eating disorder, there is much about this complex condition that eludes and escapes a bio-medical perspective. Use of an aesthetic lens on the issue can illuminate various challenges, tensions and insights that people with disordered eating experience along the journey of their ill-health and on to their recovery, but which often remain unstated in the clinical context. Scholars within the creative arts discipline are experts in making judgements about the quality of artworks they encounter and have highly developed aesthetic knowing. Yet, the central skills and knowledges embodied in creative arts activity are not widely utilized outside that sphere. This article reports on how aesthetics can be applied to sensitize mental health practitioners to appreciate the lived experience of a mental health challenge such as an eating disorder. Such mental health practitioners play an important role in the health service, yet the widespread diffusion of the bio-medical model into mental health, once characterized for its equal emphasis on the psycho-social-cultural, has led to criticisms of an over-focus on illness identification, at the expense of accommodating the meanings of subjective and unique experiences of mental health, struggle and recovery. Using Kate Grenville's typology of the elements of effective creative writing, we show how these elements contribute to the aesthetic power and impact of particular eating disorder memoirs.

Atuação do enfermeiro na implantação do primeiro Centro de Atenção psicossocial no município de Juiz de Fora - MG 91994-2002) / The Role of the Nurse in the Establishment of the First Psico-Social Assistance Center in the Municipality of Juiz de Fora - MG (1994-2002)

O objeto deste estudo é a atuação do enfermeiro no Centro de Atenção Psicossocial (CAPS) Casa Viva no município de Juiz de Fora/MG e suas repercussões para a prática da enfermagem psiquiátrica. Objetivos: Descrever o processo de criação do CAPS Casa Viva; Analisar as estratégias de reatualização do habitus profissional do enfermeiro no CAPS Casa Viva; e Discutir a atuação do enfermeiro no CAPS Casa Viva. Metodologia: Estudo histórico-social que apoia-se nas noções teóricas de campo, habitus, poder simbólico e luta simbólica, do sociólogo Pierre Bourdieu. As fontes primárias se constituíram de documentos escritos e documentos orais, estes coletados segundo a História Oral Temática. Resultados: Nas últimas três décadas, o movimento de Reforma Psiquiátrica em Juiz de Fora foi construindo bases para permitir e sustentar transformações teórico-práticas na assistência às pessoas com transtornos mentais. Evidenciamos que, mesmo se desejando um novo paradigma na assistência à pessoa com transtorno mental, isso não foi algo simples. Tornou-se essencial a incorporação de uma nova forma de pensar e agir por parte dos profissionais de saúde, em particular os enfermeiros psiquiátricos, para entenderem a doença mental e a pessoa com transtorno mental, o que necessitou de uma mudança importante no habitus profissional de enfermeiros e demais profissionais da saúde. Frente a essas transformações ocorridas no município, a criação do CAPS Casa Viva tornou-se fundamental. Percebemos como a história dos enfermeiros psiquiátricos no município de Juiz de Fora foi uma história de lutas, nem sempre bem sucedidas, mas que certamente provocaram efeitos no campo da saúde mental. Esses efeitos, por menores que sejam, refletem o envolvimento desses profissionais com transformações do campo da enfermagem psiquiátrica que promoveram a reatualização do habitus profissional.(AU)