Advancing Behavioral Health Equity Through Telehealth and Remote Training of Newly Certified Psychiatric-Mental Health Nurse Practitioners.

PURPOSE: Rural communities are disproportionately impacted by acute shortages of mental health providers. This problem, combined with complex behavioral health conditions, elicited the need for a university-based, remote telepsychiatric traineeship for newly board certified psychiatric-mental health nurse practitioners (PMHNPs). METHOD: The Psychiatric Advanced Practice Registered Nurse TechNology Enhanced Residency (PARTNER) Program was developed to advance behavioral health equity by increasing state-wide access to care, removing geographical barriers, and enhancing PMHNP workforce readiness by strengthening trainees' ability to manage complex behavioral health conditions. RESULTS: In a southeastern state over a period of 3 years, six PMHNPs cumulatively provided behavioral health services to 1,195 patients, managed >118 diagnoses, and completed 3,535 visits, with 95.6% of visits comprising provision of care to patients residing in rural areas. CONCLUSION: Care was provided through the implementation of a collaborative-interdisciplinary-care model provided by route of telehealth and comprising a partnership between PMHNPs and patients' primary care providers. The training program enhanced providers' clinical proficiency, improved patient outcomes, and increased the number of skilled providers trained to manage patients with complex behavioral health conditions. [Journal of Psychosocial Nursing and Mental Health Services, 62(8), 19-24.].

National Organization of Nurse Practitioner Faculties.

BACKGROUND: No data exist about how directors of psychiatric mental health (PMH) graduate nurse practitioner (NP) programs have dealt with moving their programs to a lifespan model. It is equally unclear as to how many programs have changed to a doctor of nursing practice (DNP) level of clinical education. OBJECTIVES: The purpose of this survey was to gather data on the state of graduate PMH NP education as they align with regulatory models. DESIGN: A brief survey was sent via e-mail to 118 program directors of PMH NP programs. RESULTS: Seventy-six program directors responded (64% return rate). Their responses indicate all programs have transitioned to a PMH NP lifespan model and about a third to the DNP level. Securing child clinical placements is a significant issue. CONCLUSION: Significant challenges exist to growing the PMH NP lifespan workforce including how to assist PMH clinical nurse specialists, Adult PMH NPs, and other NPs wanting to obtain the PMH NP lifespan degree.

Development of Veteran-Centric Competency Domains for Psychiatric-Mental Health Nurse Practitioner Residents.

The mental health needs of military service members, Veterans, and their families are a designated national priority; however, there has been little emphasis on the inclusion of Veteran-centric domains in competency-based nursing education for psychiatric-mental health nurse practitioners (PMHNPs). The current article describes the identification and application of Veteran-centric domains in an innovative pilot residency program for PMHNPs, funded by the Veterans Health Administration Office of Academic Affiliations. Fourteen Veteran-centric competency domains were developed from literature review, including knowledge, attitudes, and skill behaviors. Adoption and application of these domains in curricular components included the resident competency evaluation, baseline assessment of military experience, and evidence-based practice seminars and training. Methods of competency domain evaluation are presented, along with gaps related to the evaluation of competency skills. The delivery of mental health services reflecting these domains is consistent with the VA core values and goal of developing a positive service culture. [Journal of Psychosocial Nursing and Mental Health Services, 54(11), 31-36.].

A Psychiatric Mental Health Nurse Practitioner Program: Meeting the Needs of the Community and Veterans as Students as Well as Care Recipients.

The goal of excellence in nursing education has led to efforts to recruit students into baccalaureate and graduate programs. Additionally, a need exists to prepare practitioners to meet the mental health needs of health care recipients, including veterans. As a strategy for meeting these objectives, educators from an urban private college proposed a Psychiatric Mental Health Nurse Practitioner (PMHNP) program. This program was developed in response to an identified need in the community for improved mental health services. Although several groups in need would be served, attention was focused on veterans in need of care as well as those veteran students interested in Psychiatric Mental Health (PMH) nursing. Some factors that supported this thinking included the proximity of the campus to the Veterans Administration Medical Center and other veteran community services, the college's significant number of student veterans, and its distinction as among the most veteran friendly campuses in the nation. This article reviews the literature that supports the need for graduate education in this specialty and the value of providing educational opportunities for interested veterans.

Embedding the service user voice to co-produce UK mental health nurse education-A lived experience narrative.

WHAT IS KNOWN ON THE SUBJECT?: Co-production aims to value service user voices and is increasingly used in healthcare. Less is known about how co-production in nursing education is experienced by service users. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: This paper shares the experience of one service user who teaches student nurses in a UK university. For the first author, the paper highlights that co-producing nurse education has been valuable and rewarding for both a service user and students. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Co-production has the potential to benefit student nurses, including challenging their perceptions of 'difficult' patients. To achieve this, teaching sessions must be equally produced and delivered. By employing and including service users, universities have the potential to improve experiences for students and service users alike. ABSTRACT: Introduction Co-production is increasingly used in health care but there is less attention to a co-produced mental health nurse education. Aim This article sought to explore the co-production experiences of a service user who teaches mental health nurses, alongside the benefits of this to nurse education. Methods The article is a lived experience narrative co-written with a nursing lecturer. Thesis Co-produced mental health nurse education challenges students' perceptions towards self-harm and encourages empathy and understanding of service user distress. Implications for Practice Co-production has many benefits to nurse education including a positive student experience, and validation of the service user experience to support meaningful recovery.

A mixed-method evaluation of peer-led education about attitudes towards consumers' recovery among Mental Health Nurses working in acute inpatient psychiatric units.

Despite integrating the recovery model of care in mental health, mental health professionals still have pessimistic attitudes towards the recovery of people with mental illness. Positive attitudes towards recovery are essential components to integrate recovery-oriented practices in all areas of mental health. Evidence shows that education and training are effective while emphasising the importance of consumer-based interventions to enhance recovery attitudes. This study aimed to evaluate the effectiveness of peer-led education about recovery attitudes towards people with mental illness among Mental Health Nurses working in acute inpatient settings. The methodology used was a sequential explanatory mixed method with pre- and post-test design involving three phases. Phase 1: survey (n = 103), phase 2: post-test survey immediate (n = 17) and follow-up (n = 11) and phase 3: in-depth interviews (n = 12). The results show that Mental Health Nurses have positive recovery attitudes with some room for improvement. Most participants agreed with all items of the Recovery Attitudes Questionnaire. However, the participants had various views on the relationship between faith and recovery. The peer-led education significantly improved RAQ items 1, 2, 3, 4 and 6 statistically. Furthermore, peer-led education effectively enhanced recovery attitudes immediately after the intervention and helped to maintain sustainable attitudes 3 months later. A qualitative exploration of recovery attitudes revealed three main themes: participants' reflections, recovery hurdles and interpersonal relationships.

What do psychiatric nurse practitioners need to know about trauma?

PURPOSE: The purpose of this article is to describe Trauma and Resilience Competencies for Psychiatric Nurse Practitioners and to propose a trauma and resilience informed framework for nursing practice. CONCLUSIONS: Trauma and Resilience Competencies for Nursing Education have been developed and validated, yet to date, these have not been widely disseminated. PRACTICE IMPLICATIONS: It is essential that all nurses have competency in trauma and resilience to provide care for their patients as well as for their own well-being. The Psychiatric Nurse Practitioner who practices from a trauma-informed framework ensures the delivery of safe, quality care for all patients.

Advanced practice psychiatric nurses legislative update: State of the States, 2010.

This article provides an update regarding individual state legislation for advanced practice psychiatric nursing, building on previous briefings. Specific attention is given to independent versus collaborative practice regulations, titling, and prescriptive authority. There is review of contemporary issues and focus on scope and standards of practice, workforce data, certification, and advanced practice regulatory models.

[Educational innovation on the practices for the subjects of community nursing, mental health nursing and geriatric nursing]. / Innovación docente en las prácticas de enfermería comunitaria, salud mental y geriatría.

The new European space for higher education requires changes in education manners as well as execution. One of the main challenges is for the students to acquire competence in their professional life. For that purpose they require knowledge, but also skills and a proactive attitude towards learning. In this paper we tell the experience of the Virgen de las Nieves School of Nursing in Granada, with regards to the integration of the practices for the subjects of Community Nursing III, Psychiatric and Mental Health Nursing, and Geriatric Nursing, which are taken in the third year of the Diplomatura en Enfermería degree. Said practices, which were previously being offered separately within different contexts, will be merged in the same program whose scope will be Primary Care. We believe that the experience has been very positive by looking both at the results and the satisfaction of the students and the professional lecturers. It has been achieved an increase in the number of community care practice hours, and students have managed to acquire more autonomy in their learning and to incorporate critical reasoning in their education. In the methodology used, they have been the main evaluators and protagonists in their learning process, seeking the implication of professionals and teaching tutors in this change. The consensus on the objectives and methods, along with the obstacles which had to be overcome, constitutes one of the most interesting aspects of this experience.

Systematic Review of Continuing Education Interventions for Licensed Nurses Working in Psychiatry.

Continuing education is an important part of nursing practice. These interventions help maintain clinical competence and are mandated by regulatory bodies. Often, continuing education interventions are created ad hoc and implemented without testing or formal evaluation of learning outcomes. In the current health care context, where resources are limited, educators are pressed to do more with less. Having access to a repository of existing continuing education interventions will facilitate the use of evidence-informed learning strategies and save valuable time by reducing duplication of efforts. Therefore, this systematic review aimed to explore continuing education interventions for licensed nurses working in psychiatry. All standard systematic review procedures were followed, including double screening, data extraction, and quality appraisal. This article presents an inventory of existing interventions, including summaries, as well as the reported effectiveness of each for nursing outcomes. Generally, the continuing education interventions result in positive nurse-related outcomes, such as increased knowledge, confidence, and skills, or improved attitudes; however, more rigorous research is needed to advance science in this area. [J Contin Educ Nurs. 2019;50(5):233-240.].

Using Simulation in a Psychiatric Mental Health Nurse Practitioner Doctoral Program.

The use and effectiveness of simulation with standardized patients in undergraduate and graduate nursing education programs is well documented. Simulation has been primarily used to develop health assessment skills. Evidence supports using simulation and standardized patients in psychiatric-mental health nurse practitioner (PMHNP) programs is useful in developing psychosocial assessment skills. These interactions provide individualized and instantaneous clinical feedback to the student from faculty, peers, and standardized patients. Incorporating simulation into advanced practice psychiatric-mental health nursing curriculum allows students to develop the necessary requisite skills and principles needed to safely and effectively provide care to patients. There are no documented standardized processes for using simulation throughout a doctor of nursing practice PMHNP curriculum. The purpose of this article is to describe a framework for using simulation with standardized patients in a PMHNP curriculum. Students report high levels of satisfaction with the simulation experience and believe that they are more prepared for clinical rotations. Faculty feedback indicates that simulated clinical scenarios are a method to ensure that each student experiences demonstrate a minimum standard of competency ahead of clinical rotations with live patients. Initial preceptor feedback indicates that students are more prepared for clinical practice and function more independently than students that did not experience this standardized clinical simulation framework.

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.

Mental health nursing: a global perspective.

This paper is based on a presentation by Dr Oguisso to the First Hamburg World Forum on Mental Health, 11 June 1994, for the Standing Committee of Presidents of International Non-Governmental Organizations Concerned with Mental Health Issues. Over recent years, the International Council of Nurses (ICN) has been concerned that health providers are sometimes not adequately prepared to give quality care and that resources are often well below those targeted for other sectors of the health care system. In 1991 the ICN chose 'Mental Health--Nurses in Action' as the theme for International Nurses Day on 12 May. With the help of the ICN-provided educational kits, national nurses' associations updated nurses on the problems and informed the public that nurses as a group can provide many of the mental health services to people and answer their families needs.

The renaissance nurse: permeating clinical competence with the humanities.

In order to reclaim the "art" of nursing, educators need to prepare their graduates with human caring skills that draw from phenomenology, existentialism, and all segments of the humanities. Nurses of the future will be healers of the body and spirit. The authors discuss, from theoretical perspectives, how the humanities empower the student and offer suggestions for the integration of the humanities into lecture and clinical settings.