Teaching recovery to medical students.

Feeney, Larkin; Jordan, Iain; McCarron, Peter

doi:10.1037/h0094745

Cited by 17 publications

(21 citation statements)

References 42 publications

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“…Clinical placements may improve students' skills (Henderson, Happell, & Martin, 2007;Martin & Happell, 2001); knowledge (Feeney, Jordan, & McCarron, 2013); attitudes toward people with mental health issues (Markström et al, 2009); and confidence to function in mental health settings (Bell, Horsfall, & Goodin, 1998;Ross, Mahal, Chinnapen, & Rana, 2013). They may reduce their fears and anxieties about working in mental health (Martin & Happell, 2001;Thomas & Bhattacharya, 2012) and increase their intentions to pursue careers in this specialty (Happell & Gaskin, 2013).…”

Section: Benefits Of Clinical Placementsmentioning

confidence: 94%

“…Undertaking placements in clinical environments may promote the acquisition of new knowledge (Feeney et al, 2013). In their comparison of medical students in psychiatry undertaking recovery-focussed placements with those in more traditional placements, Feeney and colleagues found that students in recovery-focussed placements understandably demonstrated greater knowledge of recovery principles.…”

Section: Benefits Of Clinical Placementsmentioning

confidence: 95%

“…Clinical placements may improve students' attitudes towards people with mental health issues (Feeney et al, 2013;Gilbert & Strong, 2000;Happell, 2008a;Markström et al, 2009;Thomas & Bhattacharya, 2012). In their study of 167 healthcare students (65% nursing students) from six Swedish universities, Markström et al for example, produced evidence that the students had less stigmatising attitudes towards mental illness following the completion of a course on mental health theory and clinical placements.…”

Section: Benefits Of Clinical Placementsmentioning

confidence: 97%

See 2 more Smart Citations

Clinical Placements in Mental Health: A Literature Review

Happell

Gaskin

Byrne

et al. 2014

Issues in Mental Health Nursing

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Gaining experience in clinical mental health settings is central to the education of health practitioners. To facilitate the ongoing development of knowledge and practice in this area, we performed a review of the literature on clinical placements in mental health settings. Searches in Academic Search Complete, CINAHL, Medline and PsycINFO databases returned 244 records, of which 36 met the selection criteria for this review. Five additional papers were obtained through scanning the reference lists of those papers included from the initial search. The evidence suggests that clinical placements may have multiple benefits (e.g. improving students' skills, knowledge, attitudes towards people with mental health issues and confidence, as well as reducing their fears and anxieties about working in mental health). The location and structure of placements may affect outcomes, with mental health placements in non-mental health settings appearing to have minimal impact on key outcomes. The availability of clinical placements in mental health settings varies considerably among education providers, with some students completing their training without undertaking such structured clinical experiences. Students have generally reported that their placements in mental health settings have been positive and valuable experiences, but have raised concerns about the amount of support they received from education providers and healthcare staff. Several strategies have been shown to enhance clinical placement experiences (e.g. providing students with adequate preparation in the classroom, implementing learning contracts and providing clinical supervision). Educators and healthcare staff need to work together for the betterment of student learning and the healthcare professions.

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Section: Benefits Of Clinical Placementsmentioning

confidence: 94%

Section: Benefits Of Clinical Placementsmentioning

confidence: 95%

Section: Benefits Of Clinical Placementsmentioning

confidence: 97%

See 1 more Smart Citation

Clinical Placements in Mental Health: A Literature Review

Happell

Gaskin

Byrne

et al. 2014

Issues in Mental Health Nursing

View full text Add to dashboard Cite

show abstract

“…Clinical placements have also been found to reduce anxieties and fears of working in mental health settings and improve attitudes towards people living with mental illness (Feeney et al . ; Happell et al . ).…”

Section: Discussionmentioning

confidence: 99%

Effect of immersive workplace experience on undergraduate nurses’ mental health clinical confidence

Patterson

Moxham

Taylor

et al. 2017

Int J Mental Health Nurs

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Preregistration education needs to ensure that student nurses are properly trained with the required skills and knowledge, and have the confidence to work with people who have a mental illness. With increased attention on non-traditional mental health clinical placements, further research is required to determine the effects of non-traditional mental health clinical placements on mental health clinical confidence. The aim of the present study was to investigate the impact of a non-traditional mental health clinical placement on mental health nursing clinical confidence compared to nursing students undergoing traditional clinical placements. Using the Mental Health Nursing Clinical Confidence Scale, the study investigated the relative effects of two placement programmes on the mental health clinical confidence of 79 nursing students. The two placement programmes included a non-traditional clinical placement of Recovery Camp and a comparison group that attended traditional clinical placements. Overall, the results indicated that, for both groups, mental health placement had a significant effect on improving mean mental health clinical confidence, both immediately upon conclusion of placement and at the 3-month follow up. Students who attended Recovery Camp reported a significant positive difference, compared to the comparison group, for ratings related to communicating effectively with clients with a mental illness, having a basic knowledge of antipsychotic medications and their side-effects, and providing client education regarding the effects and side-effects of medications. The findings suggest that a unique clinical placement, such as Recovery Camp, can improve and maintain facets of mental health clinical confidence for students of nursing.

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“…The SAMHSA Recovery-to-Practice project and related initiatives are making significant progress in this regard in the fields of psychiatry, psychiatric nursing, psychology, social work, addiction counseling, and peer support (Feeney, Jordan, & McCarron, 2013;Mueser, Silverstein, & Farkas, 2013;Rudnick & Eastwood, 2013;SAMHSA, 2013). The Psychiatric Rehabilitation Association Certified Psychiatric Rehabilitation Practitioner (CPRP) is a national credential that does not require a bachelor's degree.…”

Section: Peer Career Implications 341mentioning

confidence: 98%

Peer Career Implications of an Academic Credential: Report from the Field

Wolf

2014

American Journal of Psychiatric Rehabilitation

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Thousands of peer workers are trained, certified, and employed throughout the United States. Although the importance of education in behavioral health career development is well documented, almost no current literature is available on academic peer career development. This article reports on peer and nonpeer educational and employment outcomes following completion of a credit-bearing community college mental health certificate program. Implications and recommendations for peer workforce development are identified. Peer and nonpeer certificate program graduates' employment and educational outcomes were obtained in 1997, 2001, and 2004-06 through surveys and interviews. Peer and nonpeer graduates obtained part-time and full-time employment in a variety of behavioral health and human services positions at a range of salaries. A considerable proportion of all graduates subsequently obtained higher degrees. Peer graduates also reported positive impact on self-esteem. Credit-bearing educational opportunities can assist in peer employment and career development. As increasing numbers of certified peer workers are employed in health and behavioral health settings, higher education opportunities can be an important career development strategy. Coordinated national efforts are recommended to link certification and academic programs. Collaboration among peer training programs, behavioral health providers, and educational institutions is suggested to infuse curricula with recovery-oriented content.

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Teaching recovery to medical students.

Abstract: The recovery teaching program was associated with increased knowledge of recovery principles and more positive attitudes toward mental illness. Psychiatric clinical placements for medical students should include an explicit recovery focus.

Cited by 17 publications

References 42 publications

Clinical Placements in Mental Health: A Literature Review

Clinical Placements in Mental Health: A Literature Review

Effect of immersive workplace experience on undergraduate nurses’ mental health clinical confidence

Peer Career Implications of an Academic Credential: Report from the Field

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