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Book Details
Abstract
Pre-registration nurse training across the UK is now competency based and this is the first mental health nursing text devoted to this approach. It explores the practical application of a competency based Exit Profile for mental health nursing students, which ensures that there is consistency in the essential knowledge, skills and attitudes that mental health nursing students will acquire by the end of their training programmes. This timely and contemporary text will be an essential resource for all Mental Health Branch nursing students.
'A good and interesting project.' - Oduth Chooramun, De Montfort University
'This book would be extremely useful for Clinical Practice Assessor...the authors are well qualified to write such a text...some excellent chapters proposed.' - Karina Lovell, University of Manchester
'I firmly believe this book will sell well.' - Jim Dooher, De Montfort University
STEPHAN D. KIRBY is Senior Lecturer (Forensic Health and Social Care) at the School of Health and Social Care, University of Teesside.
GORDON MITCHELL is Senior Lecturer at the School of Health and Social Care, University of Teesside.
DENNIS CROSS is Principal Lecturer (Mental Health) at the School of Health and Social Care, University of Teesside.
DENIS HART is Visiting Lecturer, at School of Health and Social Care, University of Teeside.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Contents | v | ||
| List of Figures | xiv | ||
| List of Tables | xv | ||
| List of Boxes | xvi | ||
| Foreword | xvii | ||
| Notes on the Contributors | xx | ||
| Introduction | xxviii | ||
| PART I: BACKGROUND TO GOOD PRACTICE AND EFFECTIVE LEARNING | 1 | ||
| 1 Developing a Competence-based 'Exit Profile' for Pre-registration Mental Health Nursing | 3 | ||
| Competencies for Entry to the Register | 4 | ||
| Conclusions | 10 | ||
| 2 The Recognition of Inequality and the Need for Empowerment | 13 | ||
| Introduction | 13 | ||
| Prejudice and discrimination | 14 | ||
| 3 How Can Nurses Meet the Needs of Mental Health Clients? | 32 | ||
| Introduction | 32 | ||
| How the study was organized | 33 | ||
| Data analysis | 33 | ||
| Findings and discussion | 34 | ||
| Conclusion (and implications of the study) | 42 | ||
| Note | 43 | ||
| 4 User Perspective – The Good Psychiatric Nurse | 46 | ||
| 5 Carer Issues in Mental Health | 56 | ||
| 6 Working with People who have Special Needs and Disabilities and Mental Health Problems | 66 | ||
| Introduction | 66 | ||
| A critical review of definitions of special needs, disabilities and mental health and the limitations imposed by language | 67 | ||
| The social model of disability and its relevance to mental health nursing practice | 68 | ||
| The evolution of contemporary attitudes to people with disabilities | 70 | ||
| Conclusions | 74 | ||
| PART II: PREVENTION AND HEALTH PROMOTION | 77 | ||
| 7 Common Mental Health Problems | 79 | ||
| Introduction | 79 | ||
| Normality and abnormality | 80 | ||
| Mental disorder, anti-social behaviour and the law | 80 | ||
| The role of mental health nurses | 81 | ||
| The classification of mental and behavioural disorders | 81 | ||
| Common mental health problems | 82 | ||
| Conclusions | 92 | ||
| 8 Mental Health Promotion | 95 | ||
| Introduction | 95 | ||
| Defining mental health | 96 | ||
| What is meant by mental health promotion? | 96 | ||
| Mental health promotion and social exclusion | 98 | ||
| The relationship between mental health, wellness and mental illness | 98 | ||
| Education and training | 100 | ||
| Mental health promotion or mental health education? | 103 | ||
| Research and evaluation | 104 | ||
| Conclusion | 105 | ||
| 9 A Positive Approach To Mental Health Nursing: Role, Values and Attitudes | 107 | ||
| What are the outcomes of mental health/psychiatric nursing? | 108 | ||
| Conclusion | 115 | ||
| 10 Risk Prevention | 119 | ||
| Introduction | 119 | ||
| What is risk? | 120 | ||
| Risk assessment | 120 | ||
| Principles of risk assessment | 122 | ||
| Models of clinical risk assessment and predication | 126 | ||
| Risk management | 126 | ||
| The community safety agenda | 128 | ||
| Conclusion | 129 | ||
| 11 Creating and Maintaining a Safe Environment | 132 | ||
| Dimensions of risk to self (suicide and self-injuriousness): what the boffins tell us | 133 | ||
| An environmental response | 134 | ||
| Dimensions of risk to others (dangerousness) | 136 | ||
| Conclusion | 145 | ||
| PART III: CONTINUUM OF TREATMENT | 147 | ||
| 12 Interdisciplinary Approaches to Community Mental Health Practice | 149 | ||
| Introduction | 149 | ||
| Models of service provision | 151 | ||
| A framework for the delivery of secondary mental health care | 158 | ||
| Managing risk | 160 | ||
| Conclusion | 160 | ||
| 13 Supporting People and their Families During Psychopharmacotherapy | 164 | ||
| Introduction | 164 | ||
| The challenge of serious mental illness | 165 | ||
| Informed consent and autonomy | 165 | ||
| Psychopharmacology and psychopharmacotherpy | 167 | ||
| Symptom monitoring and management tools | 169 | ||
| Monitoring negative effects | 169 | ||
| The working alliance | 171 | ||
| Psychoeducation | 173 | ||
| Strategies for improving medication compliance | 173 | ||
| Conclusion | 175 | ||
| 14 Using Counselling in Mental Health Practice | 178 | ||
| Introduction | 178 | ||
| What is counselling – just tea and sympathy? | 179 | ||
| The core conditions | 180 | ||
| Counselling approaches | 181 | ||
| The process of counselling: beginning, sustaining and closing the therapeutic relationship | 183 | ||
| 15 Some Brief Psychological Therapies | 195 | ||
| Introduction | 195 | ||
| The generation of hope | 196 | ||
| Empowering the client in the course of therapy | 196 | ||
| Brief psychological therapies and psychopharmacotherapy | 198 | ||
| Conclusion | 207 | ||
| 16 Person-centred Approach to the Care of Older People With Mental Health Problems | 209 | ||
| Introduction | 209 | ||
| Person-centred care | 210 | ||
| The role of ageism | 210 | ||
| Common mental health problems | 212 | ||
| Care interventions | 215 | ||
| Personhood | 222 | ||
| Conclusion | 223 | ||
| 17 Treating Post Traumatic Stress Disorder | 226 | ||
| Introduction | 226 | ||
| Historical perspective/changing attitudes | 227 | ||
| What constitutes a 'traumatic event'? | 228 | ||
| Different reactions to trauma experiences | 231 | ||
| Associated symptoms | 231 | ||
| Co-morbidity and associated problems | 232 | ||
| Prevalence rates | 234 | ||
| Assessment issues/approach | 234 | ||
| Assessment measures | 234 | ||
| Treatment approaches | 235 | ||
| Conclusion | 236 | ||
| 18 Assessing and Engaging People with Personality Disorder | 241 | ||
| Introduction | 241 | ||
| Dilemmas in defining psychopathy and personality disorder | 243 | ||
| Classification and description – medical | 244 | ||
| Classification and description – psychological | 246 | ||
| A word on the judiciary and DSPD | 251 | ||
| Working with personality disordered clients | 252 | ||
| Dynamic issues and relationship as a therapeutic tool | 253 | ||
| Splitting and secrets | 255 | ||
| Rejection | 256 | ||
| Conclusion | 258 | ||
| 19 The Influence of Dual Diagnoses | 260 | ||
| Introduction | 260 | ||
| Prevalence | 262 | ||
| Violence and offending | 262 | ||
| Motivation | 264 | ||
| Therapeutic strategies | 264 | ||
| Accurate assessment | 268 | ||
| Families and significant others | 269 | ||
| Conclusion | 270 | ||
| 20 Psychosocial Interventions for People with Serious Mental Illness | 273 | ||
| Introduction | 273 | ||
| The role of engagement | 274 | ||
| Psychoeducation | 274 | ||
| Working with families | 275 | ||
| Individual approaches to psychotic phenomena | 276 | ||
| Cognitive–behavioural approaches to psychotic phenomena | 280 | ||
| Conclusion | 285 | ||
| 21 Mental Health Nursing within Secure Conditions | 290 | ||
| Introduction | 290 | ||
| The forensic nursing role and the law | 291 | ||
| The General Duty of Care as applied to secure facilities | 291 | ||
| The General Duty of Care and forensic mental health nursing | 293 | ||
| Forensic nursing and ethics | 294 | ||
| The emerging role of the forensic mental health nurse | 294 | ||
| The public perception | 296 | ||
| Relationships | 297 | ||
| Ensuring care needs are met in secure facilities | 299 | ||
| Assessment of risk | 300 | ||
| Assessing patients' needs | 301 | ||
| Forensic mental health nurse competencies and education | 301 | ||
| Conclusion | 302 | ||
| 22 Acute In-patient Setting | 307 | ||
| Introduction | 307 | ||
| The role of the newly qualified nurse in an acute in-patient setting | 307 | ||
| An example – practice development | 308 | ||
| Ongoing modernization and governance agendas | 310 | ||
| Models for mental disorder | 311 | ||
| Working with clients and their families within acute in-patient care | 314 | ||
| Conclusion | 327 | ||
| 23 Assertive Community Treatment with People Experiencing Serious Mental Illness | 335 | ||
| Introduction | 335 | ||
| The historical perspective | 336 | ||
| Definition of ACT | 337 | ||
| The benefits of ACT | 338 | ||
| Model fidelity | 341 | ||
| Target client group | 342 | ||
| Evidence-based interventions in ACT | 342 | ||
| Ethical issues in ACT | 344 | ||
| Conclusion | 346 | ||
| 24 Mental Health and Community Safety | 349 | ||
| Introduction | 349 | ||
| PART IV: USING EFFECTIVE LEARNING TO DEVELOP REFLECTIVE PRACTICE | 355 | ||
| 25 Legal and Professional Issues in Mental Health Nursing Practice | 357 | ||
| Introduction | 357 | ||
| Accountability | 358 | ||
| What is a duty of care? | 358 | ||
| Negligence | 359 | ||
| Consent | 360 | ||
| Competency | 362 | ||
| Who can give consent? | 364 | ||
| Mental Health Act (1983) | 365 | ||
| Psychiatry and criminal law | 367 | ||
| Sentencing mentally disordered offenders under the Mental Health Act (1983) | 369 | ||
| Conclusion | 369 | ||
| 26 Management Issues in Practice | 371 | ||
| Introduction | 371 | ||
| Leading | 374 | ||
| Controlling | 375 | ||
| Recipient and user evaluation of services | 378 | ||
| Data collection and its uses | 379 | ||
| Conclusion | 381 | ||
| 27 Facilitating Multi-disciplinary Relationships and Practice | 383 | ||
| Introduction | 383 | ||
| Multi-professional practice | 384 | ||
| Some suggestions for better multi-professional working | 386 | ||
| Self-presentation | 387 | ||
| Perception and attribution | 389 | ||
| Groups and teams | 391 | ||
| Using interpersonal skills effectively | 395 | ||
| 28 The Evidence Base | 400 | ||
| Introduction | 400 | ||
| What is evidence-based practice? | 401 | ||
| What constitutes evidence? | 404 | ||
| Sources of evidence | 409 | ||
| How can EBP be incorporated into mental health nursing? | 411 | ||
| 29 Learning: from Self-development to Competency | 415 | ||
| Introduction | 415 | ||
| Learning | 417 | ||
| Self-assessment | 419 | ||
| Self-development | 419 | ||
| The exit profile portfolio | 422 | ||
| Learning opportunities and practice skills | 427 | ||
| Learning opportunities and the learning experience | 428 | ||
| Learning opportunities and values | 429 | ||
| Learning opportunities and anti-discriminatory practice | 430 | ||
| Conclusion | 430 | ||
| 30 A Framework for Success: A Student's Perspective | 434 | ||
| 31 A Day in the Life of… | 443 | ||
| Working in Assertive Outreach | 443 | ||
| Introduction | 443 | ||
| Generic working | 444 | ||
| Assertive Outreach person specification | 445 | ||
| Communication and structuring the work | 446 | ||
| Engagement | 446 | ||
| Symptom management | 448 | ||
| Conclusion | 449 | ||
| Nursing Young People with Mental Health Problems | 450 | ||
| Introduction | 450 | ||
| Initial reflections | 450 | ||
| Basic principles | 451 | ||
| Implications for practice | 454 | ||
| Reflections of a Forensic Mental Health Nurse | 456 | ||
| Overview | 464 | ||
| Appendix: A Competence-based 'Exit Profile' for Pre-registration Mental Health Nursing | 466 | ||
| Index | 477 | ||
| A | 477 | ||
| B | 478 | ||
| C | 478 | ||
| D | 480 | ||
| E | 481 | ||
| F | 481 | ||
| G | 482 | ||
| H | 482 | ||
| I | 482 | ||
| J | 483 | ||
| K | 483 | ||
| L | 483 | ||
| M | 483 | ||
| N | 484 | ||
| O | 484 | ||
| P | 485 | ||
| Q | 486 | ||
| R | 486 | ||
| S | 487 | ||
| T | 488 | ||
| U | 488 | ||
| V | 488 | ||
| W | 489 | ||
| Y | 489 | ||
| Z | 489 |