Introduction A study of Irish mental health practitioners (Cleary & Dowling ) identified the need to improve knowledge and attitudes towards recovery. This led to the Advancing Recovery in Ireland Project (ARI) which promoted recovery-orientated services and a need to 'benchmark' progress. There is little evidence regarding the types of educational interventions that maintain positive recovery knowledge and attitudes in providers. Aim The study assessed current knowledge and attitudes to recovery. Methods The methodology of Cleary & Dowling () was replicated. A survey was administered to practitioners (n = 337) using the adapted Recovery Knowledge Inventory (RKI) (Cleary & Dowling ). Results No significant differences were found in recovery scores compared to Cleary & Dowling () or by level of experience. Working in dual settings, being a non-nurse, and training was associated with better recovery scores. Significantly more respondents had received training in recovery (40% versus 23%) compared to Cleary & Dowling (). Training appears to be the strongest factor predicting better recovery knowledge. Conclusions There is considerable scope to improve recovery knowledge. Key recommendations include the need for more recovery training, using 'Recovery Champions', introducing peer support workers and developing local policies and protocols to support recovery working.

This longitudinal study describes the effects of recovery-based training on staff knowledge and attitudes to recovery. Mental health staff (n = 101) completed the study questionnaire (the Recovery Knowledge Inventory (RKI-20) and Recovery Attitudes' Questionnaire (RAQ-16)) before training and after six months. On the RKI, significant changes between pre- and post-training scores (p < 0.01) were found. On the RAQ, the scores showed significant changes in Factors 1 (p < 0.001) and 2 (p < 0.009). The results indicate a significant difference in confidence using a recovery model of care following training suggesting that recovery-based training positively affects staff knowledge and attitudes to recovery overall.

Internationally, the deinstitutionalization of psychiatric care has resulted in expanded roles for mental health nurses within a community interdisciplinary team setting. This presents an opportunity for mental health nurses to improve service delivery. This opportunity also results in a more empowered nursing team. This article identifies change issues within one community psychiatric nursing team and the team's contribution to an improved service delivery where service users can avail of same day assessment for crisis referrals, a reduction in waiting times for assessment and co-ordinated delivery of care with an identified key worker utilizing a recovery model philosophy.

1 Cleary A, Walsh F, Dowling M (2014) 'Family carers lived experience of having a relative with an ongoing mental illness'. British Journal of Mental Health Nursing, 3 (4):18-23. Key Points: The family caregivers of relatives with an ongoing mental illness face many challenges. When their relative first becomes ill, family caregivers often lack an understanding of mental illness and need sufficient information from staff. (Clarify) Family carers can feel excluded by health care professionals who decline to share information with them when maintaining patient confidentiality. Support groups play an important role in helping family carers cope, especially in the early phase of their relative's illness. AbstractThis study explored family caregivers' lived experience of caring for a relative with an ongoing mental illness. An interpretative phenomenological approach (IPA) was adopted.Participants (n=8) were self selecting and members of SHINE (a voluntary Irish organisation supporting persons with mental illness and their families). Three super-ordinate themes were interpreted from the interview data. The first theme 'nobody told me this was the way it is' represents participants' experiences of not understanding what was happening to their relative and what they should do when their relative was first diagnosed. The second theme, 'feeling excluded', represents the participants' sense of exclusion. For some, the reason for this exclusion was because of the confidentiality embedded in the Mental Health Act. The final theme, 'you don't feel judged' represents the importance of the support group to participants, especially at the beginning when their relative was first diagnosed. The study findings illustrate the importance of education for relatives, and the important contribution support groups play in providing support and education.