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1.
J Forensic Nurs ; 15(4): 242-249, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31764528

RESUMO

BACKGROUND: Engaging in trauma-informed approaches in nonforensic mental health settings improves therapeutic relationships, promotes healing, promotes posttraumatic growth, improves staff well-being, and fosters hope and empowerment, yet little is known of its influences in forensic settings. This literature review explores trauma-informed education and its training implications for nurses working in forensic mental health. METHOD: Using a range of electronic databases, a systematic search of literature was carried out focusing on trauma-informed practice in adult forensic mental health settings. Before searching, predefined inclusion and exclusion criteria were agreed. FINDINGS: After duplication removal, abstract review, and full screening, nine articles met review criteria for inclusion. A thematic analysis of the literature identified two key themes: "education for trauma-informed practice" and "applying theory into practice." Each had several subordinate themes. IMPLICATIONS FOR FORENSIC PRACTICE: Organizations and their staff must recognize that operational change and ongoing training will be required. By adopting a trauma-informed approach, forensic mental health nurses can better understand their patients' traumatic experiences, improve their therapeutic relationships, and engage patients in collaborative care. Training in trauma-informed care should start with nurses who will change their personal practice and can support and train their colleagues.


Assuntos
Capacitação em Serviço , Enfermagem Psiquiátrica/educação , Trauma Psicológico/enfermagem , Atitude do Pessoal de Saúde , Humanos , Liderança , Política Organizacional , Infuência dos Pares
2.
Int J Ment Health Nurs ; 28(5): 1195-1205, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31325221

RESUMO

Involving mental health consumers in nursing handover is a recent introduction to practise in acute mental health units. However, implementation must recognize that mental health care is complex and the approach needs to include recovery-focused philosophies of practice. Evidence shows that nurses and other health professionals consider poor handover practices may be the source of adverse events; however, the views of mental health nurses about involving consumers in nursing handover have not been previously reported. The aim of this study was to identify nurses' attitudes towards consumer involvement in handover and to measure the effect of a training programme upon these attitudes. A single-group pre-post-test intervention study was undertaken. The study was conducted on the adult acute mental health inpatient unit of a major metropolitan hospital in Victoria, Australia, 2016-2017. Questionnaires were developed to capture the views of the nurses about proposed changes in the afternoon nursing handover process. A questionnaire was administered before and after the training intervention, an innovative, multi-media education handover package. We found that training had a significant influence on mental health nurses' attitudes towards involving consumers in the handover. Therapeutic engagement improved following training and miscommunication reduced when all players are informed and have the opportunity to engage with the information. This study has demonstrated that well-planned education can influence nurses' attitudes about involving consumers in the nursing handover processes.


Assuntos
Atitude do Pessoal de Saúde , Transferência da Responsabilidade pelo Paciente , Participação do Paciente , Enfermagem Psiquiátrica , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Participação do Paciente/métodos , Participação do Paciente/psicologia , Enfermagem Psiquiátrica/educação , Inquéritos e Questionários , Adulto Jovem
3.
Nurse Educ Pract ; 38: 138-144, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31279924

RESUMO

Critical thinking in nursing is largely theorized as a clinically-based idea. In the context of mental health education, this presents a problem, given documented evidence of a shift to demedicalize mental illness. Using institutional ethnography, this article examines the critical thinking of nursing faculty in a baccalaureate nursing program in a Canadian university by way of focus group interviews, observation periods, and the analysis of a number of institutional and legislative texts. The findings suggest that the critical thinking of nursing faculty is caught within a constrained institutional-textual order. Drawing on critical theory and Foucauldian philosophy, recommendations for nursing education are made in order to diversify and extend critical thinking in mental health nursing.


Assuntos
Educação em Enfermagem/métodos , Enfermagem Psiquiátrica/educação , Pensamento , Educação em Enfermagem/tendências , Grupos Focais/métodos , Humanos , Serviços de Saúde Mental , Enfermagem Psiquiátrica/métodos , Pesquisa Qualitativa
4.
Nurse Educ Pract ; 38: 157-163, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31302590

RESUMO

Research concerning this issue demonstrates that nursing students initially feared interacting with and caring for patients with suicidal tendencies. However, there is a lack of research, which examines the care that is provided to patients that are suicidal, by nursing students. The aim of this study was to develop a theory to guide nursing students when caring for patients with suicidal tendencies on their psychiatric clinical practicum. A qualitative approach using Grounded Theory was used. A total of 22 nursing students who had provided care for suicidal patients were interviewed. The core category that emerged from the data was the 'changing of mindsets towards caring for suicidal patients and promotion of suicidal care competencies'. Other key categories linked to and enfolded within this core category were: suicidal risk assessment; protecting patients' safety; and, developing therapeutic communication competencies to advance suicidal care. This study could help fill a theory-practice gap for both psychiatric nursing teachers and students. Nurse teachers could use this theory as a map to help guide students caring for patients with suicidal tendencies and develop nursing students' suicidal care competencies.


Assuntos
Teoria de Enfermagem , Preceptoria/métodos , Estudantes de Enfermagem/psicologia , Ideação Suicida , Atitude do Pessoal de Saúde , Feminino , Teoria Fundamentada , Humanos , Masculino , Enfermagem Psiquiátrica/educação , Pesquisa Qualitativa , Estudantes de Enfermagem/estatística & dados numéricos , Adulto Jovem
5.
Int J Ment Health Nurs ; 28(5): 1065-1077, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31338978

RESUMO

Undergraduate nursing students have been reported to hold negative and stigmatizing attitudes towards mental health consumers and to be under-prepared for mental health clinical placement. This study aimed to investigate undergraduate nurses' stigma and recovery attitudes to mental illness, and describe their understandings of personal recovery on entry and exit to traditional mental health clinical placement. A pre/post-test survey was administered to N = 249 nursing students in Australia. Demographic data, attitudes towards mental health nursing and clinical placement, the Opening Minds Scale for Healthcare Providers (OMS-HC), Recovery Attitudes Questionnaire (RAQ-7), and an open-ended question on understandings of personal recovery from mental illness were collected on entry (T1) and exit (T2) to placement. At T1, students reported moderate stigma and positive attitudes towards recovery (OMS-HC mean = 34.6; RAQ-7 mean = 4.0). At T2, there was a reduction in stigma (social distance P = 0.02, d = 0.26) and improvement in recovery attitudes (P < 0.01, d = 0.40). Attitudes towards mental health nursing and placement also improved (P < 0.01). Having a family member with mental illness predicted improvements in stigma and recovery attitudes. On entry to placement, most students described accurate understandings of personal recovery, which were maintained during placement. The findings indicate that mental health clinical placements are effective in improving students' mental health stigma and recovery attitudes and provide a prime opportunity to attract students into the field. Co-produced or consumer-led education provided by peer workers during clinical placements may improve students' stigmatizing attitudes and stimulate their interest to work in the field.


Assuntos
Atitude do Pessoal de Saúde , Enfermagem Psiquiátrica/educação , Estereotipagem , Estudantes de Enfermagem/psicologia , Adulto , Austrália , Feminino , Humanos , Masculino , Transtornos Mentais/psicologia , Transtornos Mentais/terapia , Pessoa de Meia-Idade , Inquéritos e Questionários , Adulto Jovem
6.
J Nurs Educ ; 58(6): 369-371, 2019 Jun 01.
Artigo em Inglês | MEDLINE | ID: mdl-31157908

RESUMO

BACKGROUND: Because nursing students do not always have opportunities to interact with individuals with mental illness due to various factors such as limited clinical sites, an innovative teaching strategy was developed. METHOD: A plan was developed to collaborate with the theater department to offer undergraduate theater students an opportunity to practice acting skills while taking an independent study. These theater students, trained as standardized patients (SPs), engaged with senior nursing students enrolled in a psychiatric mental health nursing clinical course in a baccalaureate program. RESULTS: This process has been successfully implemented for the past 2 years. With 10 theater students completing the independent study and 180 nursing students engaging in interactions with SPs, improvements in communication skills for nursing students have been seen. CONCLUSION: Because this is a pilot project, additional research should be conducted to further explore the effectiveness of learning for both nursing and theater students. [J Nurs Educ. 2019;58(6):369-371.].


Assuntos
Bacharelado em Enfermagem/métodos , Simulação de Paciente , Enfermagem Psiquiátrica/educação , Humanos , Projetos Piloto
7.
J Clin Psychopharmacol ; 39(4): 357-361, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31205186

RESUMO

PURPOSE/BACKGROUND: The present study was conducted to investigate the difference in attitudes toward psychiatric drugs, long-term medication, and depot formulations between psychiatric patients and patient-related groups and the German general public. METHODS/PROCEDURES: Different groups (n = 50 patients, n = 34 relatives of patients, n = 42 psychiatrists, n = 70 medical students, and n = 58 psychiatric nursing professionals) were surveyed using a questionnaire to investigate their attitude toward depot medication and compared with matched participants from the German general public. FINDINGS/RESULTS: Patients did not differ from their matched controls regarding their attitude toward potential reasons to reject a depot, whereas psychiatrists (P = 0.002) and nursing staff (P = 0.003) were more concerned about patients fearing an injection than their matched controls. IMPLICATIONS/CONCLUSIONS: Psychiatrists and psychiatric nurses were significantly more concerned about giving an (intragluteal) injection because of concerns about patients' fears of this administration method than their matched controls. In contrast, patients' concerns about receiving an injection did not differ from their matched controls. Furthermore, we found that psychiatrists tended to believe that giving an injection might be time-consuming than giving oral medication. These results may emphasize the fact that the low rate of depot medication use is derived from subjective reservations of medical staff rather than actual negative attitudes or fears of patients.


Assuntos
Antipsicóticos/administração & dosagem , Preparações de Ação Retardada/administração & dosagem , Conhecimentos, Atitudes e Prática em Saúde , Corpo Clínico/psicologia , Adulto , Idoso , Família/psicologia , Feminino , Alemanha , Humanos , Masculino , Corpo Clínico/educação , Pessoa de Meia-Idade , Aceitação pelo Paciente de Cuidados de Saúde , Pacientes/psicologia , Enfermagem Psiquiátrica/educação , Psiquiatria/educação , Esquizofrenia/tratamento farmacológico , Estudantes de Medicina/psicologia , Inquéritos e Questionários , Adulto Jovem
8.
J Prof Nurs ; 35(3): 201-208, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31126397

RESUMO

BACKGROUND: It is important to support nursing students during their education in developing positive attitudes toward people with mental illness. OBJECTIVES: To examine the impact of mental health nursing module, clinical practice, and anti-stigma program on the attitudes of nursing students toward mental illness. DESIGN: The study was a single group pretest and posttest quasi-experimental design. SETTINGS: This study was conducted in a nursing school in the west of Turkey. PARTICIPANTS: The sample of the study consisted of 64 undergraduate nursing students. METHODS: The data were collected through the Beliefs Toward Mental Illness Scale and Social Distance Scale. RESULTS: The mean scores of the dangerousness subscale significantly decreased after mental health nursing module, clinical practice and anti-stigma program. The results revealed significant positive differences in the mean scores of the social distance scale after the theory, clinical practice, and anti-stigma program were completed. CONCLUSIONS: The mental health nursing curriculum should be focused on replacing stereotypes with accurate information. Anti-stigma programs should be included in standard mental health nursing courses.


Assuntos
Atitude do Pessoal de Saúde , Transtornos Mentais/psicologia , Enfermagem Psiquiátrica/educação , Estigma Social , Estudantes de Enfermagem/psicologia , Adulto , Currículo , Bacharelado em Enfermagem , Feminino , Humanos , Masculino , Inquéritos e Questionários , Turquia , Adulto Jovem
9.
J Contin Educ Nurs ; 50(5): 233-240, 2019 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-31026324

RESUMO

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.].


Assuntos
Competência Clínica , Currículo , Educação Continuada em Enfermagem/organização & administração , Recursos Humanos de Enfermagem no Hospital/educação , Enfermagem Psiquiátrica/educação , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
12.
Int J Ment Health Nurs ; 28(4): 950-959, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-30953420

RESUMO

Holistic and person-centred nursing care is commonly regarded as fundamental to nursing practice. These approaches are complementary to recovery which is rapidly becoming the preferred mode of practice within mental health. The willingness and ability of nurses to adopt recovery-oriented practice is essential to services realizing recovery goals. Involving consumers (referred herein as Experts by Experience) in mental health nursing education has demonstrated positive impact on the skills and attitudes of nursing students. A qualitative exploratory research project was undertaken to examine the perspectives of undergraduate nursing students to Expert by Experience-led teaching as part of a co-produced learning module developed through an international study. Focus groups were held with students at each site. Data were analysed thematically. Understanding the person behind the diagnosis was a major theme, including subthemes: person-centred care/seeing the whole person; getting to know the person, understanding, listening; and challenging the medical model, embracing recovery. Participants described recognizing consumers as far more than their psychiatric diagnoses, and the importance of person-centred care and recovery-oriented practice. Understanding the individuality of consumers, their needs and goals, is crucial in mental health and all areas of nursing practice. These findings suggest that recovery, taught by Experts by Experience, is effective and impactful on students' approach to practice. Further research addressing the impact of Experts by Experience is crucial to enhance our understanding of ways to facilitate the development of recovery-oriented practice in mental health and holistic and person-centred practice in all areas of health care.


Assuntos
Transtornos Mentais/enfermagem , Enfermagem Psiquiátrica/educação , Atitude do Pessoal de Saúde , Competência Clínica , Grupos Focais , Humanos
13.
Issues Ment Health Nurs ; 40(6): 503-510, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-30958085

RESUMO

Recent events and media coverage have put aggression and violence toward healthcare workers on the agenda of many governments and healthcare providers. Shown to cause poor job satisfaction, attrition and higher rates of turnover, aggression and violence toward healthcare workers is a substantial problem in the provision of quality care. We aim to determine the feasibility of providing aggression management training to undergraduate nursing students to better prepare them for the workforce. This review found seven studies utilizing various methods of providing aggression management training to students. Delivery was diverse in terms of format, content and duration, and the efficacy of training was typically determined in a pre- and post-test fashion. The findings in reviewed studies indicate significant improvements in competence and attitudes, however some methodological caveats exist. We conclude that aggression management training for undergraduate nursing students is indeed feasible within certain constraints: methodological approaches to demonstrating efficacy need to evolve beyond pre- and post-test designs and changes in content delivery incorporating new and novel methods, such as simulation, need to be considered and incorporated. Aggression management training should be considered as essential in the nursing curriculum in order to provide neophyte nurses with the skills and capabilities to manage aggression and violence in their future workplaces.


Assuntos
Agressão , Bacharelado em Enfermagem , Enfermagem Psiquiátrica/educação , Currículo , Humanos
14.
Issues Ment Health Nurs ; 40(6): 476-481, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-30958086

RESUMO

Many writers have been calling for the incorporation of trauma-informed care (TIC) in nursing education and practice, with some recently advocating the adoption of formal TIC competencies in psychiatric nursing. In light of this heightened interest, it is worth engaging seriously with criticisms of TIC. This paper reviews some of the published criticisms of TIC, starting with those emerging from within the TIC scholarly community. These focus mostly on matters of methodological rigor and conceptual clarity. It then presents critiques that emerge through the lenses of feminism, cultural sociology, and psychoanalysis. These focus on the shift away from political and historical consciousness in some TIC language and call attention to discursive mechanisms that split off our concern for patients from concern about ongoing social determinants of trauma in the world. The paper then addresses the implications for TIC in nursing, advocating a social justice orientation to the teaching of trauma.


Assuntos
Mecanismos de Defesa , Consentimento Livre e Esclarecido/psicologia , Linguagem , Enfermagem Psiquiátrica/educação , Determinantes Sociais da Saúde , Ferimentos e Lesões/psicologia , Humanos , Ferimentos e Lesões/terapia
15.
J Clin Nurs ; 28(13-14): 2613-2623, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-30830704

RESUMO

AIMS AND OBJECTIVES: To evaluate and explore mental health nurses' responses to and experience of an educational intervention to improve attitudes towards people with a diagnosis of borderline personality disorder (BPD). Report findings are concordant with relevant EQUATOR guidelines (STROBE and COREQ). BACKGROUND: Attitudes towards people with a diagnosis of BPD are poorer than for people with other diagnoses. There is limited evidence about what might improve this situation. One intervention with reportedly good effect uses an underlying biosocial model of BPD. No previous intervention has been co-produced with an expert by experience. We developed and delivered a 1-day intervention comprising these elements. DESIGN: A mixed-methods design was used comprising prospective within-subjects cohort intervention and qualitative elements. Participants were mental health nursing staff working in inpatient and community settings in one NHS Board in Scotland, UK. METHODS: Measurement of cognitive and emotional attitudes to people with a diagnosis of BPD at pre- and postintervention (N = 28) and at 4-month follow-up. Focus groups were used to explore participants' experiences of the intervention (N = 11). RESULTS: Quantitative evaluation revealed some sustained changes consistent with expected attitudinal gains in relation to the perceived treatment characteristics of this group, the perception of their suicidal tendencies and negative attitudes in general. Qualitative findings revealed some hostility towards the underpinning biosocial model and positive appreciation for the involvement of an expert by experience. CONCLUSIONS: Sustained benefits of an educational intervention for people working with people diagnosed with BPD in some but not all areas. Participants provided contrasting messages about what they think will be useful. RELEVANCE TO CLINICAL PRACTICE: The study provides further evidence for incorporation of a biosocial model into staff training as well as the benefits of expert by experience co-production. Mental health nurses, however, believe that more well-resourced services are the key to improving care.


Assuntos
Atitude do Pessoal de Saúde , Transtorno da Personalidade Borderline/psicologia , Capacitação em Serviço/métodos , Enfermagem Psiquiátrica/educação , Adulto , Transtorno da Personalidade Borderline/diagnóstico , Feminino , Grupos Focais , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Pessoa de Meia-Idade , Estudos Prospectivos , Pesquisa Qualitativa
16.
J Nurses Prof Dev ; 35(4): 210-214, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30829740

RESUMO

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.


Assuntos
Competência Clínica/normas , Primeiros Socorros/enfermagem , Programas de Rastreamento/enfermagem , Transtornos Mentais , Enfermeiras e Enfermeiros/provisão & distribução , Enfermagem Psiquiátrica/educação , Adulto , Feminino , Humanos , Masculino , Programas de Rastreamento/métodos , Pessoa de Meia-Idade , Desenvolvimento de Pessoal
17.
Nurse Educ Pract ; 36: 40-46, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-30852299

RESUMO

This evaluation aimed to explore mental health nurses' experience of one postgraduate (PG) Mental Health Nursing course in Australia. It investigated students' recognition and acquisition of new skills to improve their clinical practice, thereby enhancing consumer and family outcomes. In addition, nurse educators were interviewed to ascertain their impression of the impact of course materials on nursing practice and nurses' confidence in the clinical field. An exploratory qualitative descriptive design was chosen, using semi structured in-depth interviews, to elicit participants' experience of the PG course at completion. Using thematic analysis, themes were extrapolated from the data through examination and reporting on the participant's reaction, learning, behaviour and result of behaviour. The main theme identified was a "new awareness of self" with a number of related sub-themes. The findings from the evaluation indicate that this course supports emerging practitioners to develop a strong professional mental health nursing identity, grounded in recovery oriented practice. The results of this evaluation will inform further development and improvement of postgraduate studies in mental health practice for practice development. Importantly, data indicate a high potential for graduates to lead by example in sharing new knowledge and optimising recovery oriented practice.


Assuntos
Currículo/normas , Enfermagem Psiquiátrica/educação , Estudantes de Enfermagem/psicologia , Austrália , Educação a Distância/métodos , Educação a Distância/normas , Educação de Pós-Graduação em Enfermagem/métodos , Educação de Pós-Graduação em Enfermagem/normas , Humanos , Entrevistas como Assunto/métodos , Avaliação de Programas e Projetos de Saúde/métodos , Pesquisa Qualitativa , Estudantes de Enfermagem/estatística & dados numéricos
19.
Perspect Psychiatr Care ; 55(2): 269-276, 2019 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-30740697

RESUMO

PURPOSE: To evaluate the ability of nursing students to determine the psychosocial needs of patients and identify the needs and problems encountered by nursing students. DESIGN AND METHODS: This study is a mixed method research. The nursing care plans of 40 nursing students that provided care to 129 patients with chronic medical diseases were examined retrospectively. Individual interviews were also conducted with five nursing students and six academicians. FINDINGS: It was determined that nursing students defined an average of 15.77 ± 11.55 physiological and an average of 3.05 ± 2.28 psychosocial nursing diagnoses for 129 patients. Data analysis of individual interviews revealed two main themes: (1) identifying psychosocial diagnoses: teaching difficulties and (2) identifying psychosocial diagnoses: learning difficulties. PRACTICE IMPLICATIONS: This can facilitate the learning process of each student to include physiological and a psychosocial care focus in their nursing care through discussions and evaluation with their mentors and instructors.


Assuntos
Bacharelado em Enfermagem , Determinação de Necessidades de Cuidados de Saúde , Enfermagem Psiquiátrica/educação , Estudantes de Enfermagem/psicologia , Adulto , Feminino , Humanos , Entrevistas como Assunto , Masculino , Pesquisa Qualitativa , Estudos Retrospectivos , Turquia , Adulto Jovem
20.
Issues Ment Health Nurs ; 40(2): 140-147, 2019 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30763139

RESUMO

Mental illness is known to occur frequently in the general population and is more common within the general health care system. High-quality health care requires nurses to have the skills, knowledge and attitudes to provide care for people experiencing mental illness or mental distress. Research suggests health professionals, including nurses, tend to share similar negative attitudes to mental illness as the general population, and consequently, mental health nursing is not a popular career path. These two factors signify a need to influence more positive attitudes toward mental illness and mental health nursing among nursing students. A qualitative exploratory research study was undertaken to examine the experiences, opinions and attitudes of an academic and research team to the introduction of a consumer academic within an undergraduate mental health nursing subject. In-depth interviews were conducted with teaching and research team members. The importance of mental health skills emerged as a major theme and included sub-themes: mental health across the health care system; contribution of consumer academic to nursing skills; addressing fear and stigma, and inspiring passion in mental health nursing. Findings suggest academic input from people with lived experience of recovery from mental illness can influence the development of mental health nursing skills and enhance the popularity of mental health nursing as a career.


Assuntos
Atitude do Pessoal de Saúde , Currículo , Bacharelado em Enfermagem , Transtornos Mentais/enfermagem , Enfermagem Psiquiátrica/educação , Estigma Social , Humanos , Transtornos Mentais/psicologia
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