Customized Role Play: Strategy for Development of Psychiatric Mental Health Nurse Practitioner Competencies

Hubbard, Grace B.

doi:10.1111/ppc.12031

Cited by 16 publications

(13 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…). This is especially evident in Swedish mental health nursing, and there are no relevant Swedish equivalents to psychiatric mental health nurse practitioners (Hubbard ).…”

Section: Discussionmentioning

confidence: 99%

“…Unlike the health-care system in many English-speaking countries, such as Australia and the USA, there are few clinically-autonomous advanced nursing specialties in Sweden (Andreg ard & Jangland 2015; Jangland et al 2014). This is especially evident in Swedish mental health nursing, and there are no relevant Swedish equivalents to psychiatric mental health nurse practitioners (Hubbard 2014).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Job satisfaction among Swedish mental health nursing personnel: Revisiting the two‐factor theory

Holmberg¹,

Caro

Sobis

2017

Int J Mental Health Nurs

View full text Add to dashboard Cite

Swedish mental health-care services are experiencing a critical shortage of nursing personnel. Researchers suggest that this shortage is due to low levels of job satisfaction. Job satisfaction is frequently studied with the assistance of Herzberg's two-factor theory, and this theory has foremost been explored with studies using quantitative methods. The purpose of the present study was to provide a better understanding of Herzberg's theory in relation to job satisfaction among Swedish mental health nursing personnel within inpatient psychiatric care while using qualitative methodology. This explorative study was based on semistructured interviews with 25 nursing personnel. Qualitative content analysis of interview transcripts identified three main categories: (i) respondents' perception of their work duties, which was perceived as important, meaningful, and demanding; (ii) respondents' relations with colleagues and supervisors, which provided valuable support in everyday work; and (iii) the way the respondents experienced their professional role as mental health nurses, which was described as unclear and vague. Job satisfaction primarily stemmed from working for patients and with other professionals, but their perceived limited progression of responsibilities discouraged a career in the profession. Herzberg's theory proved useful in exploring job satisfaction in this setting, but the findings partly contradict the basic tenets of the theory. Career advancements and incentives, such as salary and compensation, were perceived as lacking, which negatively influenced job satisfaction. Ward managers should establish clinical ladder programmes to recognize and motivate the continuing professional development of nurses. This needs to be coupled with monetary incentives, and linked with increased clinical authority.

show abstract

“…). This is especially evident in Swedish mental health nursing, and there are no relevant Swedish equivalents to psychiatric mental health nurse practitioners (Hubbard ).…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Job satisfaction among Swedish mental health nursing personnel: Revisiting the two‐factor theory

Holmberg¹,

Caro

Sobis

2017

Int J Mental Health Nurs

View full text Add to dashboard Cite

show abstract

“…40 As one of the benefits, role playing helps students enhance learning and evoke reflections. 41 Students will put themselves into another's positions through role playing. Students' active participations make them develop the empathy through the different emulation scenarios.…”

Section: Role Playingmentioning

confidence: 99%

Toolbox of teaching strategies

Pan

Shen

et al. 2018

Frontiers of Nursing

View full text Add to dashboard Cite

A teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

show abstract

“…However, simulation has little tradition and a short history within mental health nursing. Studies have revealed that teaching methods vary widely between different countries, academic institutions and clinical settings [ 20 , 21 ]. Some studies recommend integrated therapeutic communication training in mental health care during the nursing education to increase students’ confidence in their communication skills.…”

Section: Introductionmentioning

confidence: 99%

“…Some studies recommend integrated therapeutic communication training in mental health care during the nursing education to increase students’ confidence in their communication skills. However, it has also been stated that more research on this topic is required [ 21 – 23 ].…”

Section: Introductionmentioning

confidence: 99%

Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study

2018

View full text Add to dashboard Cite

BackgroundIt is important that mental health nursing students at Bachelor level obtain effective communication skills. Many students dread the fact that in the mental health field they will encounter patients and relatives with various backgrounds and personalities. Large classes and limited teaching resources in nursing education are challenging. To prepare students for mental health nursing practice, a communication skills course based on the blended learning method was developed and carried out at two different campuses.The aim of the study is to explore Bachelor nursing students’ appraisal of blended learning methods for enhancing communication skills in mental health nursing.MethodsThis study employed an exploratory design. Teaching and information materials were available on the learning management system (LMS). Videotaped role play training was carried out in the Simulation Department. Data were collected after the course by means of a questionnaire with closed and open-ended questions. The response rate was 59.2%. Quantitative data were analysed using the Statistical package for the Social Sciences (SPSS) and the Kruskal Wallis test, while qualitative data were analysed by content analysis based on Graneheim and Lundman’s approach.ResultsNo impact of background variables was observed. Students appreciated teachers’ participation in role play and immediate feedback was considered especially important for learning outcomes. The students perceived that their communication skills and knowledge had improved after completing the blended learning programme.ConclusionsAccording to the nursing students, blended learning is an appropriate method for improving communication skills in preparation for mental health nursing. Blended learning makes it possible to build flexible courses with limited resources.Electronic supplementary materialThe online version of this article (10.1186/s12912-018-0288-9) contains supplementary material, which is available to authorized users.

show abstract

Customized Role Play: Strategy for Development of Psychiatric Mental Health Nurse Practitioner Competencies

Abstract: New PMHNP graduates have entry level proficiency across the life span with a range of psychotherapeutic interventions.

Cited by 16 publications

References 13 publications

Job satisfaction among Swedish mental health nursing personnel: Revisiting the two‐factor theory

Job satisfaction among Swedish mental health nursing personnel: Revisiting the two‐factor theory

Toolbox of teaching strategies

Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study

Contact Info

Product

Resources

About