Correlation between the severity level of the symptom and the distress of patient halucination

OBJECTIVE: This study aimed to identify the severity level of the symptom and the distress of patients with hallucination at Prof. Ildrem Asylum in Medan. METHODS: The study used descriptive method. The sample were 99 respondents, taken by using consecutive sampling technique. The data were gathered by using questionnaires on demographic data, severity level of symptom, and distress. The result of univariate analysis showed that 67 respondents (67.7%) had low level symptom hallucination and 70 respondents (70.7%) had heavy distress. The result of bivariate analysis, using Chi-Square statistic test, showed that p-value=0.175. CONCLUSION: No difference of the distress level proportion among patients who are having a severity of heavy hallucination symptom. Recommandations: Nurses are expected to be able to help patients using constructive coping in controlling the hallucination in order to decrease the symptoms and its effects on patients and other people

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Hearing Distressing Voices Simulation: Students' Perspectives.

The aim of this qualitative study was to describe nursing students' experiences of hearing distressing voices through content analysis of essays regarding changes they encountered during simulation. Data, obtained from undergraduate (n = 237) and graduate (n = 128) students' short self-reflection papers, were analysed using a six-step thematic analysis. The following six themes emerged: (a) experiencing cognitive and perceptual challenges, (b) feeling unpleasant emotions, (c) dealing with functional changes and hardships, (d) experiencing somatic changes, (e) making attempts to cope, and (f) facing lingering impact. The findings suggest that students' experiences of voice-hearing simulation closely resembled the voice-hearers' actual experience. Simulation is an effective teaching modality to introduce nursing students to the world voice-hearers live in and to prepare them for clinical practice enlightened through understanding of what it is like to hear distressing voices.

Working with consumers who hear voices: The experience of early career nurses in mental health services in Australia.

Mental health consumers who hear voices frequently experience distress and express a desire to discuss their voice-hearing experience. Nurses do not regularly demonstrate a willingness to engage in such discussions. With the introduction of educational strategies that develop empathy and an understanding of voice-hearing experiences, it is anticipated that early career nurses will be able to translate such understanding into their professional nursing practice. To explore early career nurses' understanding of providing care to mental health consumers who hear voices, a qualitative exploratory descriptive study was conducted in which nine early career Registered Nurses were interviewed regarding their experiences of caring for people who hear voices. Thematic analysis was employed to analyse the data and generate themes. Participants reported difficulty in developing relationships with consumers who hear voices, due to a workplace culture that was focussed on risk and lacking professional support. Nurses need specific education to develop the skills necessary to respond to consumers who hear voices and engage in dialogue that assists consumers to relate to the voices in a meaningful way. However, for this to succeed in practice, changes need to be supported by addressing the cultural barriers, such as risk-focussed environments, that prevent nurses implementing best practice.

[Nursing Experience of Using Mirror Visual Feedback for a Schizophrenia Patient With Visual Hallucinations].

The aim of this paper was to describe the nursing application of mirror visual feedback in a patient suffering from long-term visual hallucinations. The intervention period was from May 15th to October 19th, 2015. Using the five facets of psychiatric nursing assessment, several health problems were observed, including disturbed sensory perceptions (prominent visual hallucinations) and poor self-care (e.g. limited abilities to self-bathe and put on clothing). Furthermore, "caregiver role strain" due to the related intense care burden was noted. After building up a therapeutic interpersonal relationship, the technique of brain plasticity and mirror visual feedback were performed using multiple nursing care methods in order to help the patient suppress her visual hallucinations by enhancing a different visual stimulus. We also taught her how to cope with visual hallucinations in a proper manner. The frequency and content of visual hallucinations were recorded to evaluate the effects of management. The therapeutic plan was formulated together with the patient in order to boost her self-confidence, and a behavior contract was implemented in order to improve her personal hygiene. In addition, psychoeducation on disease-related topics was provided to the patient's family, and they were encouraged to attend relevant therapeutic activities. As a result, her family became less passive and negative and more engaged in and positive about her future. The crisis of "caregiver role strain" was successfully resolved. The current experience is hoped to serve as a model for enhancing communication and cooperation between family and staff in similar medical settings.

Experiences of mental health nursing staff working with voice hearers in an acute setting: An interpretive phenomenological approach.

WHAT IS KNOWN ON THE SUBJECT?: Community mental health staff and their service users have reported mixed views on the importance of talking about the content of voices. Community staff have reported feeling that they do not have the skills to explore voice content and worry about making things worse. Voice hearers experiencing extreme distress due to the content of their voices can access support through acute inpatient mental health services. No previous studies have focused on the experiences of staff who nurse voice hearers at a time of acute distress. WHAT DOES THIS STUDY ADD TO EXISTING KNOWLEDGE?: MHNs and HSWs working with voice hearers in acute distress report feeling powerless and helpless, as they feel that they cannot lessen the distress experienced by the voice hearer. Despite these difficult feelings, staff report finding ways of coping, including using structured tools to help make sense of their service users' voice-hearing experiences and accessing reflective practice forums. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Due to the current context of increased acuity and limited resources in acute services, there may be a need to further protect time for staff to access reflective practice groups and supervision forums to help them manage the difficult feelings arising from their work with voice hearers. ABSTRACT: Introduction Mental health nursing (MHN) staff in acute settings work with voice hearers at times of crises when they experience high levels of distress. Previous research has focused on community mental health staff's experiences and their service users views on exploring the content of voices. No studies have explored this from an acute mental health service perspective. Aim This study therefore sought to explore the experiences of staff working with voice hearers in an acute mental health service. Method Due to the exploratory nature of the research, a qualitative design was chosen. Three MHNs and five healthcare support workers (HSWs) were interviewed. The data were analysed using Interpretative Phenomenological Analysis. Results A group analysis elicited three master themes: "It's quite scary really, not unlike a horror movie;" "I can only influence what's in front of me;" and "Just chipping away". Discussion Staff working with voice hearers in acute settings experience feelings of powerlessness and helplessness, as they feel unable to reduce the distress experienced by voice hearers in their care. Staff employ coping strategies to help manage these difficult feelings, including using structured tools in their work with voice hearers and attending reflective practice forums. Implications for Practice Acute mental health services may need to protect time for staff to access regular reflective practice and other supervision forums to help manage their feelings of powerlessness and helplessness arising from their work with voice hearers.

Hallucinations.

What was the nature of the CPD activity, practice-related feedback and/or event and/or experience in your practice? The article provided information about hallucinations for nurses in general clinical practice. It discussed the different types of hallucinations that a person may experience, the causes and how nurses can best respond to this patient group.

Providing empathetic care in nursing practice.

The fifth in our seven-part series on patient narrative explores empathy. We focus on a patient story relevant to all fields of nursing and raise key issues about how health professionals convey empathy to patients.

[Taking the time to understand to move on from therapeutic deadlock]. / Prendre le temps de comprendre pour sortir de l'impasse thérapeutique.

Psychotic symptoms of the type elementary phenomena and hallucinations can be pacified thanks to an individualised response. Teamwork is essential for fighting against the feeling of therapeutic deadlock. This article presents the therapeutic effects of the institutional care of a child with psychosis within a day hospital.

Nursing Students' Perceptions of a Hearing Voices Simulation and Role-Play: Preparation for Mental Health Clinical Practice.

BACKGROUND: Baccalaureate nursing students experience anxiety before working with patients with mental illness who hear voices. A hearing voices simulation and role-play was proposed as an approach to preparing students for clinical practice. METHOD: A qualitative interpretive phenomenological method was used to determine students' perceptions of the simulation experience before their first mental health clinical rotation. RESULTS: Through the experience of the Walking in the Shoes of Patients activity, written student surveys revealed themes of Reflecting on Past Experiences, Developing Changed Perspectives, and Different Approaches to Care. CONCLUSION: The hearing voices simulation provided students with a greater understanding of the experience of hearing voices, and the role-play helped students to gain personal insight into patients' behaviors and practice skills learned in preparation for their first mental health clinical experience.

Voice Simulation in Nursing Education.

The goal of this study was to improve prelicensure nursing students' attitudes toward and self-efficacy related to delivering nursing care to patients with auditory hallucinations. Based on the Hearing Voices That Are Distressing curriculum, 87 participants were instructed to complete 3 tasks while wearing headphones delivering distressing voices. Comparing presimulation and postsimulation results, this study suggests that the simulation significantly improved attitudes toward patients with auditory hallucinations; however, self-efficacy related to caring for these patients remained largely unchanged.

[An insane dialogue]. / Un dialogue de fous.

How should madness and in particular delusional manifestations be considered? The caregiver's perception of delirium has an impact on how they view the function of the caregiver in psychiatry. Should delirium be suppressed? Delirium is an individual phenomenon but the themes are linked to social issues. Must we not take into account everyone's "thresholds" with regard to the place of delirium, in order to make it part of "living together". Two patients of a psychiatric care system discuss these issues.

Do You Hear What I Hear? The Impact of a Hearing Voices Simulation on Affective Domain Attributes in Nursing Students.

Affective domain teaching and learning can facilitate the reduction of stigmatization of clients with mental illness in nursing students. Experiential learning activities such as simulation are regarded as an effective method for facilitating student learning in the affective domain. The project reported here measured the impact of a simulation experience, "Hearing Voices Which Are Distressing," on attitudes, values, and beliefs of accelerated baccalaureate students caring for clients with mental illness who experienced hearing voices.

The effects of auditory hallucination symptom management programme for people with schizophrenia: a quasi-experimental design.

AIM: To examine the effectiveness of an auditory hallucinatory symptom management programme in patients with chronic schizophrenia. BACKGROUND: Thirty per cent of chronic schizophrenia patients are still disturbed by hallucinations, which influence their psychological and social well-being, even when they take medication regularly. METHOD: Fifty-eight people experiencing schizophrenia with auditory hallucinations from psychiatric inpatient rehabilitation wards in northern Taiwan participated in the study, with 29 in the experimental group and 29 in the control group. The experimental group received an auditory hallucinatory symptom management programme. The auditory hallucinatory symptom management programme involved 60-minute meetings once a week, for a total of 10 meetings. The control group received routine care, which included free recreation for 40 minutes and walking for 20 minutes. The participants completed three self-report questionnaires: the Beck Depressive Inventory II, the Beck Anxiety Inventory and the Characteristics of Auditory Hallucinations Questionnaire. Data were collected at baseline, immediately following the intervention and at 3 months and 6 months post intervention. Data collection occurred between March 2010-May 2013. RESULTS: The experimental group showed a non-significant improvement in anxiety symptoms over time. Generalized estimating equations revealed that the experimental group achieved a greater drop in Characteristics of Auditory Hallucinations Questionnaire score than the controls at three and 6 months post intervention. Beck Depressive Inventory II scores in the experimental group (n = 29) had significantly improved in 3 months. CONCLUSION: The auditory hallucinatory symptom management programme seems to be effective in improving auditory hallucinatory symptoms and depressive symptoms in patients with schizophrenia.

Simulation in Nursing Education: iPod As a Teaching Tool for Undergraduate Nurses.

Most people with psychosis and schizophrenia experience auditory hallucinations, particularly the hearing of voices. A common cause of frustration and alienation for consumers is the lack of understanding by therapists, family members and caregivers, who find it difficult to relate to the consumers' experiences. The purpose of this study is to examine and evaluate whether students' participation in a simulated auditory hallucination will increase their understanding and knowledge about psychosis and auditory hallucinations. The design method consisted of a lecture on psychosis and schizophrenia disorders, followed by a simulation of auditory hallucinations using iPods. Students' knowledge and perceptions of psychosis and hallucinations was assessed using quasi-experimental pre-post matched-design questionnaires. The questionnaire was divided into two parts, the first comprised closed questions to assess students' knowledge, and the second part consisted of open-ended questions to collect information about students' perceptions of auditory hallucinations. The results confirmed that students' knowledge of psychosis and hallucination increased following the teaching session and simulation is a useful tool to prepare students for clinical placements in mental health practice.

[An emergency team working closely with the patient]. / Une équipe d'intervention d'urgence au plus près du patient.

ERIC 77 is a rapid response team for emergency psychiatric situations. This cross-sector service based at Marne-la-Vallée general hospital represents a supplementary network in psychiatric patient care. The analysis of the professionals receiving calls as well as the link with the sector are critical in determining the success of patient care. Each risk is measured in order to provide adapted and personalised care.

[Preventing dangerous psychotic acting out]. / Prévenir les passages à l'acte dangereux psychotiques.

Delusions of having been wronged, of persecution, of having a mission or order to execute, are frequently the causes of dangerous psychotic acting out. The regular clinical assessment of these patients and their treatment is essential for preventing this acting out, which can have dramatic consequences on the potential victims. If there is a treatment indication but refusal on the part of the patient to cooperate, it is necessary to resort to treatment without the patient's consent.