An Investigation of Nurses' and Midwives' Academic/Clinical Workplaces

Glass, Nancy

doi:10.1097/hnp.0b013e3181a056c4

Cited by 38 publications

(40 citation statements)

References 34 publications

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“…Given the need identified in the literature for healthcare staff to be resilient (Glass, 2009), benefit may be gained from more explicit pre-placement preparation, to help students develop strategies to better support their mental health when confronted with the challenges of practice. Supporting previous In particular, placement was highlighted as being potentially problematic for the mental well-being of some students.…”

Section: Discussionmentioning

confidence: 99%

“…Not only might the realities of clinical placement put student mental health under stress, curriculum content can challenge personal beliefs and generate levels of cognitive dissonance that create additional psychological distress (Stephens, 2013;Thomas & Asselin, 2018;Thomas & Revell, 2016). Glass (2009), for instance, has shown that resilience is a necessary quality in everyday nursing practice. Glass (2009), for instance, has shown that resilience is a necessary quality in everyday nursing practice.…”

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confidence: 99%

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Managing student mental health: The challenges faced by academics on professional healthcare courses

Hughes

Byrom

2019

Journal of Advanced Nursing

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Aims To explore how academics on nursing and healthcare programmes are managing their roles and responsibility in relation to student mental health. Background There is growing concern about the mental health of university students in general and healthcare students in particular. Shifts in Higher Education policy, encouraging a “whole university approach,” may place greater responsibility for student mental health on academics. However, little is known about the challenges that poor student mental health creates for academics on healthcare programmes. Design A qualitative approach, using semi‐structured interviews and focus groups, provided the opportunity for in‐depth analysis. Methods Fourteen academics on healthcare programmes, including seven lecturers from nursing programmes, were interviewed between May–June 2017. Constant comparison analysis was followed to support grounded theory. Results Four key themes emerged. Academics had difficulty identifying and maintaining boundaries due to competing academic and professional identities. Student disclosures are accompanied by challenges arising due to professional responsibilities. Supporting student mental health on placement is difficult. Academics are aware and concerned about the potential negative impact of course content and practice on student mental health. Conclusion This is the first study to explore in‐depth the challenges faced by academics on healthcare programmes by the rising prevalence of and concern for, student mental health. The findings indicate that leaders of nursing education programmes and their managers, need to be aware that academics face complex challenges in managing and responding student mental health and may struggle to maintain boundaries due, in part, to competing professional identities.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Managing student mental health: The challenges faced by academics on professional healthcare courses

Hughes

Byrom

2019

Journal of Advanced Nursing

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“…Others have taken an ethnographic approach (e.g. Glass 2009). Research on burnout in midwifery can also shed light on the factors which may be linked with burnout or protect against it, thereby sustaining practitioners (Yoshida & Sandall, 2013;Young, Smythe, & McAra Couper, 2015).…”

Section: Applying Sustainability and Resilience To Midwiferymentioning

confidence: 99%

Sustainability and resilience in midwifery: A discussion paper

et al. 2016

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“…Workplace environments characterized by high job demands, intensity in care delivery, job burnout, and loss of staff due to health issues, have resulted in a continuum of health disruption for practitioners 1,2…”

Section: Introductionmentioning

confidence: 99%

Exploring physical health perceptions, fatigue and stress among health care professionals

Rice¹,

Glass²,

Ogle³

et al. 2014

JMDH

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Nurses, midwives, and paramedics are exposed to high degrees of job demand, which impacts health status and job satisfaction. The aim of this study was to explore the experiences and perceptions of health with a group of nurses, midwives and paramedics in Australia. Specifically, this paper reveals the findings related to the dataset on physical health. In this regard, the researchers sought to explore the relationship between physical health and job satisfaction, and the relationship between health status and stress levels. The study adopted a mixed methodology and used two methods for data collection: one-on-one interviews exploring the relationship between physical health and job satisfaction, and a survey questionnaire focusing on self-rated stress management. The individual interviews were conducted for further exploration of the participants’ responses to the survey. There were 24 health care participants who were drawn from metropolitan and regional Australia. The findings revealed participants: had a desire to increase their physical activity levels; had different perspectives of physical health from those recommended by government guidelines; and viewed physical health as important to job satisfaction, yet related to stress and fatigue.

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An Investigation of Nurses' and Midwives' Academic/Clinical Workplaces

Cited by 38 publications

References 34 publications

Managing student mental health: The challenges faced by academics on professional healthcare courses

Managing student mental health: The challenges faced by academics on professional healthcare courses

Sustainability and resilience in midwifery: A discussion paper

Exploring physical health perceptions, fatigue and stress among health care professionals

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