Ethical competence and psychiatric and mental health nursing education. Why? What? How?

Pachkowski, Katherine

doi:10.1111/jpm.12439

Cited by 8 publications

(4 citation statements)

References 41 publications

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“…Obviously, the qualitative results described in the Deady and McCarthy (2010) research are socially complex and culturally nuanced. Pachkowski (2018) advocated linking ethical competence and nursing education and emphasized that nurses who are experiencing more distress should be encouraged to process, evaluate, and understand the ethical dilemma causing the moral distress. Several researchers advocated for managers who valued discussing and addressing the moral conflicts that inevitably emerge in psychiatric nursing care (Deady & McCarthy, 2010; Pachkowski, 2018).…”

mentioning

confidence: 99%

Moral Distress and Psychiatric Nursing

Pearson

2021

J Am Psychiatr Nurses Assoc

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confidence: 99%

Moral Distress and Psychiatric Nursing

Pearson

2021

J Am Psychiatr Nurses Assoc

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“…The nurse educators highlighted core ethical challenges within the mental health context and described several approaches to activating and supporting students in developing ethical competence, thereby responding to calls for strengthened ethics in mental health curricula (Pachkowski, 2018). From their experience as educators, they were aware of students' preconceptions about, and poor attitudes towards, persons with mental health challenges.…”

Section: Activating Students For the Mental Health Contextmentioning

confidence: 99%

Nurse Educators’ Pedagogical Approaches Addressing Student Nurses’ Mental Health Care Competence: A Qualitative Study

Marriott

Grov

Gonzalez

2023

Issues in Mental Health Nursing

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Nurses' mental health care competence is vital for addressing the current mental health care crisis' demand for quality in mental health care and services. These challenges also involve educational institutions. In the mental health course of the bachelor's nursing curriculum, nurse educators face multiple tasks and challenges concerning preparing students for their clinical placement. This study aimed to explore and describe nurse educators' pedagogical approaches across three universities. The study applied a qualitative and descriptive design, and data were collected from individual qualitative interviews with 13 experienced nurse educators. A content analysis approach in lines with Graneheim and Lundman was used to analyse the data. The content analysis resulted in one theme and three categories, and each category was characterised by three subcategories. The theme intentionally preparing student nurses for mental health care competence served as an overarching theme describing the educators' overall reflections and descriptions. The three categories were: activating students for the mental health context; caring for students on a personal level; and supporting students in grasping the scope of nursing within the mental health context. These categories described the varieties and complexity of nurse educators' pedagogical approaches addressing student nurses' mental health care competence.

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“…Competency is a complex and ambiguous concept and the more controversial issues in the nursing standards. Nursing competency is a holistic and integrated concept, which is constructed from complex activities, and it is required for fulfilling nursing responsibilities (18,19,20) .…”

Section: Introductionmentioning

confidence: 99%

“…In creativity, and be empathic (15,19) . With the current high pace of changes in the health systems, it is necessary to provide a safe and cost-effective services, so it is essential to pay attention to clinical competency which is necessary for providing safety patient and it is the main concerns of many health systems and the top priorities of nursing programs.…”

Section: Introductionmentioning

confidence: 99%

The Relation between Clinical Competency and Perceived Psychiatric Nurses Job Stress

Eita

Alhalawany

2021

Tanta Scientific Nursing Journal

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Background: Psychiatric nurses' face a variety of stressors as shortage of nurses; lack of autonomy, lack of support from managers and unexpected psychiatric patient behavior like aggression and violence. Clinical competency is used as an index for accreditation in the hospitals. Clinical competency is a complicated concept that encompasses different aspects of knowledge, skills and attitudes. Clarifications of psychiatric nursing competency enhance and embrace recovery-oriented frameworks in their daily practice. This study was aimed to explore the relation between clinical competency and perceived psychiatric nurses' job stress. Subjects and method: A descriptive correlational research design was used. Setting: The study was conducted at Benha Hospital for mental health. Sample: A convenience sample of 74 psychiatric nurses constituted the study sample. Tools: Tool I: The Perceived Psychiatric Nurses Job Stress Scale (PNJSS) and Tool II: Clinical competency scale. Results: there was a positive relation between levels of clinical competency and levels of perceived job -related stress among study sample. Conclusion: The current study revealed that there was a good level of clinical competency and a moderate level of perceived job stress among study sample. There was also a positive relationbetween levels of clinical competency and levels of perceived job stress among study sample. Recommendations: Nurses clinical competency must be assessed regularly because of the changes in therapeutic settings and a replication of similar study with a larger sample size and use of other scales that are approximately close length.

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Ethical competence and psychiatric and mental health nursing education. Why? What? How?

Cited by 8 publications

References 41 publications

Moral Distress and Psychiatric Nursing

Moral Distress and Psychiatric Nursing

Nurse Educators’ Pedagogical Approaches Addressing Student Nurses’ Mental Health Care Competence: A Qualitative Study

The Relation between Clinical Competency and Perceived Psychiatric Nurses Job Stress

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