Toward critical thinking as a virtue: The case of mental health nursing education

Adam, Simon; Juergensen, Linda

doi:10.1016/j.nepr.2019.06.006

Cited by 14 publications

(8 citation statements)

References 14 publications

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“…As a nursing academic, I was aware of the importance of developing critical thinking in novice nurses to support their transition to a professional practice and to make meaning of the world of work. This was achieved by using techniques from Socratic inquiry such as questioning the questions, challenging assumptions and thinking in a broader, social cultural and political context and is well supported in contemporary nursing literature (Adam & Juergensen, 2019; Makhene, 2019; McKie & Naysmith, 2014; Roberts, 2015).…”

Section: Discussionmentioning

confidence: 99%

Action learning sets for supporting postgraduate mental health nurses’ transition to professional practice: A qualitative study

Hopkins

Hamilton

Prematunga

et al. 2021

Int J Mental Health Nurs

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This paper reports on a qualitative case study of postgraduate mental health nurses participating in a monthly facilitated action learning set (ALS) in order to support them while they transition from PGMHN to independent professional practice. The aim of the study was to determine what the impact of participating in an ALS would have on how they perceived clinical practice issues. The ALS comprised a small group of PGMHN supported by a facilitator in order to explore issues from clinical practice by using Socratic questions to challenge their thinking. Data were collected via a single focus group and a 20‐item survey. Focus group textual data were coded line by line, and codes were synthesized thematically. The major theme to emerge from the qualitative results was as follows: ‘Learning from doing an action learning set’. Three subthemes were identified: Think outside the box: Developing Socratic questions; there’s rarely one right way: Applying action learning to practice; and Not easy to implement: Action plans in action. A 20‐item evaluative survey indicated that ALS increased participant’s confidence as a mental health nurse. Using critical questions increased participants’ confidence to explore different perspectives when engaged in problem‐solving.

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Section: Discussionmentioning

confidence: 99%

Action learning sets for supporting postgraduate mental health nurses’ transition to professional practice: A qualitative study

Hopkins

Hamilton

Prematunga

et al. 2021

Int J Mental Health Nurs

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“…What Holmes et al (2015) demonstrate here is a critical response to the psychiatric processing of the ontologically inferior as objectified and objectionable subjects ready‐made for psychiatric intervention. Although nursing has recently entered in this critical discussion, the nursing discipline remains tightly imbricated with the psychiatric apparatus, continuing to reproduce oppression and marginality in the process of psychiatrization (Adam, 2017; Adam & Juergensen, 2019; Adam et al, 2022) while benefitting from psychiatry's social power.…”

Section: Context: Madness As a Countermovementmentioning

confidence: 99%

Infrahuman madness: Mental health nursing and the discursive production of alterity

et al. 2022

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By examining an exemplar sample of mental health nursing educational policies and related legislation, in this article, we trace the discursive production of madness as an “othered” identity category. We engage in a critical discourse analysis of mental health nursing education in Canada, drawing on provincial and federal policies and legislation as the main sources of data. Theoretically framed by critical posthumanism and mad studies, this article outlines how the mad subjectivity becomes decontextualized out of its identity‐based understanding and recontextualized as an inferior category of “the human,” circulating within discourses of pedagogy, economics, law, and psychiatry. The article maps the intertextual nexus of the discourse of mental health nursing education, making visible the complex, the arbitrary, and the sometimes‐contradictory nature of the discipline's grappling with identity‐based mental health concepts. We close with several implications for nursing policy, education, and practice.

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“…It may be intuited from this document that mental health services are not a priority for registered nurses as a general body. Finally, if a general preparation for nurses to work in mental health settings lacks a significant emphasis on education focused on psychopharmacology, interpersonal relationships, psychiatric disorders, and instead an emphasis on de-medicalizing mental illness (Adam & Juergensen, 2019), with what tools and from what perspective are nurses in the East intended to provide nursing care to people with mental health concerns?…”

Section: Witness Vol 4(1) 10mentioning

confidence: 99%

One country, two education models: exploring the pedagogical approaches to training undergraduate nurses for mental health care in Canada

Jackson

Molloy²

2022

CJCND

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The training and registration of psychiatric/mental health nurses has a contested past in Canada. One of the consequences of the professional jostling between psychiatry and nursing for control over this area is the unusual circumstances of Canada having two education systems for this specialty. To understand why the schism has taken place and the impact it has had on psychiatric/mental health nursing, the authors have undertaken a critical review of the ontological and epistemological assumptions of these two pedagogical approaches. This review reveals that while the approaches share much in common, groups from both the east and the west receive different levels of mental health-related curriculum within their training. While it could be argued that psychiatric/mental health nursing practice is different enough to warrant its own framework for the preparation of specialist practitioners, there is no clear answer as to whether one of the current models should be implemented over the other. In this context, this paper argues that it is important that psychiatric nurses advocate for a future for the speciality in Canada.

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Toward critical thinking as a virtue: The case of mental health nursing education

Cited by 14 publications

References 14 publications

Action learning sets for supporting postgraduate mental health nurses’ transition to professional practice: A qualitative study

Action learning sets for supporting postgraduate mental health nurses’ transition to professional practice: A qualitative study

Infrahuman madness: Mental health nursing and the discursive production of alterity

One country, two education models: exploring the pedagogical approaches to training undergraduate nurses for mental health care in Canada

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