Queering the relationship between evidence-based mental health and psychiatric diagnosis: Some implications for international mental health nurse curricular development

Grant, Alec; Zeeman, Laetitia; Aranda, Kay

doi:10.1016/j.nedt.2015.07.033

Cited by 2 publications

(6 citation statements)

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“…In turn, this can facilitate the emergence of a plurality of more fluid ways of understanding the identities of users of healthcare in terms of difference rather than pathology. This is discussed and reflected in both recent Queer paradigm work (Grant et al, 2015b), and in principles, practices and understandings emerging from the Psychosocial paradigm (Grant, 2015;Smith and Grant, 2016). …”

Section: Poetry In the Health Humanities Paradigmmentioning

confidence: 99%

Poetry as hybrid pedagogy in mental health nurse education

Short

Grant

2016

Nurse Education Today

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IntroductionPoetry has emerged as a significant resource in nurse education in recent times. Over the last four years for example, this journal has hosted a number research and theoreticalconceptual papers that discuss and evaluate the use of poetry in undergraduate nurse curricula. In these papers, their authors express the explicit aim of advancing nurse education through helping students to explore their feelings about practice issues over a range of contexts. Included among these are reflective writing (Coleman and Willis, 2015), compassionate practice (Curtis, 2013), the development of emotional intelligence (Jack, 2015), the promotion of liberal nurse education (McKie, 2012) and clinical practice artistry (Chan, 2014), and the use of poetry to remove barriers to perception (Rolfe, 2012). From a related but qualitatively different emerging contemporary perspective, our aim in this paper is to promote poetry as hybrid pedagogy in mental health nurse education. We do so in order to challenge longstanding epistemological assumptions guiding aspects of the conventional range, content and delivery of the mental health nursing curriculum. We wish to highlight the value of adding the poetic work in context, of academics who have hybrid, 'hyphenated' identities to this curriculum. In our case, this is reflected in the fact that we 2 explicitly teach and write from the standpoint position of mental health/nurse lecturers-exmental health professionals-survivors of the UK psychiatric system (Grant et al., 2015a).We will explore this topic area further and in a more nuanced way in this current paper. In specifically focusing on poetry as hybrid pedagogy, one of our own co-written and previously unpublished poems will be used in a theoretical and analytical context to advance our argument for the use of this approach in mental health nurse education. In the final section of our paper, our attention will turn to some of the benefits and one possible drawback for this approach, emerging from our discussion. Poetry as hybrid pedagogyAs scholars with a background in healthcare, and nurse and mental health nurse education, we believe that poetry has great potential for developing pedagogic practice in undergraduate teaching. Like most of the colleagues we have worked with, we have throughout our academic careers generally conformed to an implicitly accepted norm of presenting new knowledge in prose narrative form. However, we are mindful of an argument that has been prescient for over two decades. This is that prose writing as an epistemological convention for conveying knowledge conceals an unexamined code regarding its sufficiency for how knowledge in general should or could be presented (Richardson, 1993).This assumed sufficiency has not gone unchallenged. As a way of seeing through and beyond the knowledge conveyed in prose form, Richardson (1993, p4) asserted that poetry touches 3 readers in embodied rather than propositional or cognitive ways, implicitly inviting them to '…vicariously experience the self-reflexive and...

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Section: Poetry In the Health Humanities Paradigmmentioning

confidence: 99%

Poetry as hybrid pedagogy in mental health nurse education

Short

Grant

2016

Nurse Education Today

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“…The phenomenological‐humanist binary apparent in ‘researcher‐researched’ and ‘professional‐patient’ arguably also contributes to maintaining such a cultural divide. This binary has been undermined recently in my own work and the work of a colleague in relational autoethnographic writing where the researchers and the researched are the same people, who celebrate a postcolonial hybrid identity status as both mental health researchers‐professionals and service‐users or survivors of the UK institutional mental health system (Grant et al ., ,b; Williams, ).…”

Section: Challenging Liberal Humanist Othering Representational Practmentioning

confidence: 99%

“…It is not surprising, therefore, that the stories told by participants in qualitative health research articles can range from displaying, replicating, and re‐circulating these master narratives, to contesting and violating them (Frank, ; Grant et al ., ,b). Recent examples of this in my own writing display the ways in which mental health survivors have resisted staying ‘narratively entrapped’ in diagnostic and pejorative psychiatric narratives by ‘restorying’ themselves through the use of reflexive autoethnographic writing methods (Grant et al ., ).…”

Section: Posthumanismmentioning

confidence: 99%

“…Recent examples of this in my own writing display the ways in which mental health survivors have resisted staying ‘narratively entrapped’ in diagnostic and pejorative psychiatric narratives by ‘restorying’ themselves through the use of reflexive autoethnographic writing methods (Grant et al ., ). This has helped them to resist what they perceived as the oppressive colonization of their identities and lives by institutional psychiatric services and practices, in favour of exercising a greater degree of freedom over their future existential choices (Grant & Leigh‐Phippard, ; Grant et al ., ,b). To develop a point made earlier, these choices often explicitly reject the normative expectations imposed on mental health service users, which are enshrined in mental health nursing practice at policy, professional, and research levels.…”

Section: Posthumanismmentioning

confidence: 99%

“…To develop a point made earlier, these choices often explicitly reject the normative expectations imposed on mental health service users, which are enshrined in mental health nursing practice at policy, professional, and research levels. Survivors may, for example, refuse diagnoses, psychiatric medication, and withhold information from psychiatrists in the interests both of maintaining personal integrity and keeping institutional psychiatric services at a safe distance (Grant & Leigh‐Phippard, ; Grant et al ., ,b).…”

Section: Posthumanismmentioning

confidence: 99%

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Storying the world: a posthumanist critique of phenomenological‐humanist representational practices in mental health nurse qualitative inquiry

Grant

2016

Nursing Philosophy

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The purpose of this paper is to build on my previously published critique of phenomenological-humanist representational practices in mental health nursing qualitative inquiry. I will unpack and trouble these practices from an explicitly posthumanist philosophical position on the basis of seminal posthumanist texts and my own single-and coauthored work. My argument will be that researchers in mental health nurse qualitative inquiry, who display a phenomenological-humanist narrative bent in their writing, continually endorse the validity of the institutional psychiatric assumptions, practices and ways of representing human psychological distress. These are all explicitly rejected in more critical forms of qualitative inquiry in mental health, including in my own work. I will conclude that the use of phenomenological-humanist representational practices, in mental health nursing and by implication and extension other healthcare disciplines, is un-ethical, un-empathic and morally compromised. This is because such practices present accounts of the worlds of mental health service users, survivors and carers that lack necessary and sufficient levels of criticality and context.

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Queering the relationship between evidence-based mental health and psychiatric diagnosis: Some implications for international mental health nurse curricular development

Cited by 2 publications

References 5 publications

Poetry as hybrid pedagogy in mental health nurse education

Poetry as hybrid pedagogy in mental health nurse education

Storying the world: a posthumanist critique of phenomenological‐humanist representational practices in mental health nurse qualitative inquiry

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