Nurse prescribing in specialist mental health (part 2): the views and experiences of psychiatrists and health professionals

The establishment of working relationships between nurse prescribers and other health professionals, particularly psychiatrists offering supervision, can be a rewarding one. However there remains little guidance in terms of how this can be achieved and the opinions of those from different disciplines in specialist mental health teams. This study aims to look at the views and experiences of psychiatrists and other mental health professionals regarding nurse prescribing. Nine health professionals from a multidisciplinary mental health team attended a focus group; and two psychiatrists were interviewed, both with varying degrees of supervision experience. Psychiatrists reported concerns about prescribing in terms of themselves needing better support and communication, and perhaps having an involvement in the selection process. Nonetheless, the psychiatrist who had experience of supervision reported that this was highly positive. Overall, health professionals stated that nurse prescribing enhanced team working; however, most had limited knowledge about the role. Further training for teams, and the establishment of a good supervisory relationship and an agreed working structure are required to fully integrate this competency into specialist mental health services.     

Views on nurse prescribing: a survey of community mental health nurses in the Republic of Ireland

A nurse prescribing scheme has recently been implemented within the Republic of Ireland. This paper reports on the views of community mental health nurses on nurse prescribing just prior to the implementation of the scheme. Data were gathered through a 13-item questionnaire administered to 103 members of the Association of Community Mental Health Nurses in Ireland. Results indicated a distinct difference of view between male and female community mental health nurses, with female nurses having greater reservations towards the desirability of nurse prescribing in relation to educational preparation and impact on professional relationships. Overall, only 17% of respondents favoured being supervised in their prescribing practice by their consultant psychiatrist. The paper concludes that there is ambivalence towards prescribing in this important group of nurses which may need to be taken into account if nurse prescribing is to be successfully implemented within the Irish mental health service context.     

Supplementary prescribing: potential ways to reform hospital psychiatric care

The objective of this study was to explore perceptions held by nurses and psychiatrists towards the potential application of supplementary prescribing on acute psychiatric wards. Six focus groups were conducted with 19 nurses and seven psychiatrists who worked on three wards. Two major themes were identified: first, ways in which patients could receive care and treatment through supplementary prescribing and in new forms of partnership and second, ways by which nurses and psychiatrists could be organized to deliver their care through a supplementary prescribing framework. Nurses and psychiatrists were generally positive about the advent of prescribing and offered positive views as to how patient care could be improved and a general willingness for nurses to adapt and work differently. Findings from this exploratory study offer practical solutions to how supplementary prescribing could work on acute psychiatric wards.     

Nurse prescribing in mental health: a person-centred approach

This article outlines how Surrey and Borders Partnership NHS Foundation Trust, a mental health and learning disability trust, implemented a preceptorship prescribing pathway for mental health nurses. The aim was to support nurses to move from supplementary prescribing to independent prescribing within a person-centred framework.     

Supplementary prescribing in mental health and learning disabilities

Nurse prescribing in mental health and learning disability services is a new development. The experiences of nine nurses working in mental health and learning disabilities, who formed part of the first cohort in the U.K. to undertake the supplementary nurse prescribing course, are described. Experiences of the course and implementation of supplementary prescribing in practice are discussed. The attitudes of nurses, other health professionals and patients to nurse prescribing are also explored.     

Neuropharmacology and mental health nurse prescribers

Aims and objectives. To outline the development and content of a ‘top‐up’ neuropharmacology module for mental health nurse prescribers and consider how much pharmacology training is required to ensure effective mental health prescribing practice. Background. Debate about the content of prescribing training courses has persisted within the United Kingdom since the mid‐1980s. In early 2003 supplementary prescribing was introduced and gave mental health nurses the opportunity to become prescribers. The challenge of the nurse prescribing curriculum for universities is that they have only a short time to provide nurses from a range of backgrounds with enough knowledge to ensure that they meet agreed levels of competency for safe prescribing. There is growing concern within mental health care that the prescribing of medication in mental health services falls short of what would be deemed good practice. Over the past two decades, nurse training has increasingly adopted a psychosocial approach to nursing care raising concerns that, although nurses attending prescribing training may be able to communicate effectively with service users, they may lack the basic knowledge of biology and pharmacology to make effective decisions about medication. Methods. Following the completion of a general nurse prescribing course, mental health nurses who attended were asked to identify their specific needs during the evaluation phase. Although they had covered basic pharmacological principles in their training, they stated that they needed more specific information about drugs used in mental health; particularly how to select appropriate drug treatments for mental health conditions. This paper describes how the nurses were involved in the design of a specific module which would enable them to transfer their theoretical leaning to practice and in so doing increase their confidence in their new roles. Results. The findings of this study suggest that the understanding and confidence of mental health nurse prescribers about the drugs they prescribe coupled with the information they provide to service users can be improved as a result of specific educational support. It would appear that adopting a prescribing dimension to one's role requires nurses to revisit a number of skills that are integral to the work of the mental health nurse, e.g. good communication, establishing empathy, listening to what clients say, responding to what is required and involving clients in their own care. Conclusion. Mental health nurses from one particular Trust in the West Midlands were provided with a ‘top‐up’ course in neuropharmacology and, although they found this challenging, ultimately they found this to be helpful. As nurse prescribing is ‘rolled out’ to other nursing specialities it is important that local Trusts and Workforce Development Directorates maintain a dialogue about nurse prescriber training to ensure that nurse prescribers receive the appropriate time and support for their ongoing Continued Professional Development. Relevance to clinical practice. As increasing numbers of nurses from different specialities qualify as nurse prescribers it is vital that they are supported by their employing organizations and given the opportunity to maintain their competency and confidence in their prescribing practice.     

Quantitative analysis of mental health nurse prescribers in Scotland

The UK parliament approved legislation expanding prescribing rights for all registered nurses in 2006. Mental health nurses do not appear to be embracing prescribing to the same degree as their colleagues. For example, mental health nurses represent 14% of the UK nursing population, but only 3% nurse prescribing population. In order to explore this disparity, the paper discusses quantitative analysis of the following objectives: (1) describe the impact of nurse prescribing on nurse prescribers in NHS Greater Glasgow and Clyde; and (2) identify differences between mental health nurse prescribers and other nurse prescribers in NHS Greater Glasgow and Clyde. Following online pilot study, a 26-item questionnaire was posted to 668 nurse prescribers in NHS Greater Glasgow and Clyde. A total of 365 questionnaires were returned (55.4%). Significant differences were found between mental health nurse prescribers and others in terms of age, gender, prescribing practice, academic achievement, method of prescribing, workplace, experience and attitude to prescribing. Possible reasons for these differences are suggested and form the basis of further planned research.     

Survey of psychiatrists' views of nurse prescribing

For mental health nurses and service users to realize the benefits of non-medical prescribing, psychiatrists need to understand the remit of this role and be actively involved in influencing it. Although healthcare policy in the UK supports the expansion of non-medical prescribing, it requires much more for the successful implementation of such initiatives in practice. The aim of this survey was to explore the attitudes of all grades of psychiatrist working in two mental health trusts in the West Midlands to nurse prescribing. A specifically designed questionnaire was sent out to two groups of psychiatrists to assess their attitudes towards non-medical prescribing. Psychiatrists ( n  = 147) completed and returned a specifically designed questionnaire of their views. The more senior doctors appeared less concerned about nurse prescribing. Junior doctors expressed equivocation towards the role, suggesting that nurse prescribers be consistently supervised and have limited access to mental health drugs. The findings from this study have considerable implications for teams if junior doctors hold different views to their senior colleagues. Without the assistance of trusts in facilitating role change, the introduction of new roles could potentially heighten conflict between professions.     

Supplementary prescribing in mental health nursing

Nurse prescribing is now possible in mental health care settings since the introduction of supplementary prescribing. The impact that supplementary prescribing will have on mental health service users, mental health services, mental health nurses and their educational preparation needs to be addressed by service providers, higher education institutions and workforce development confederations.     

Mental health nurse prescribing: issues for the UK

Supplementary nurse prescribing holds the key to rapid developments in psychiatric nursing and the care received by patients. In this paper, the origins, context and research data on nurse prescribing are reviewed, as a backdrop to a discussion on potential application of supplementary prescribing in a number of mental health settings. We describe a number of practice settings where nurse prescribing could be implemented, and argue that given service changes and informative educational preparation, access to care and user experience of that care will be enhanced. We conclude the paper by reviewing a number of clinical, organizational and research factors important for the success of nurse prescribing.     

Nurse prescribing in dermatology: doctors' and non-prescribing nurses' views

Title.  Nurse prescribing in dermatology: doctors' and non-prescribing nurses' views.
Aim.  This paper is a report of a study conducted to explore doctor and non-prescribing nurse views about nurse prescribing in the light of their experience in dermatology.
Background.  The cooperation of healthcare professionals and peers is of key importance in enabling and supporting nurse prescribing. Lack of understanding of and opposition to nurse prescribing are known barriers to its implementation. Given the important role they play, it is necessary to consider how the recent expansion of nurse prescribing rights in England impacts on the views of healthcare professionals.
Method.  Interviews with 12 doctors and six non-prescribing nurses were conducted in 10 case study sites across England between 2006 and 2007. Participants all worked with nurses who prescribed for patients with dermatological conditions in secondary or primary care. Thematic analysis was conducted on the interview data.
Results.  Participants were positive about their experiences of nurse prescribing having witnessed benefits from it, but had reservations about nurse prescribing in general. Acceptance was conditional upon the nurses' level of experience, awareness of their own limitations and the context in which they prescribed. Fears that nurses would prescribe beyond their level of competence were expected to reduce as understanding and experience of nurse prescribing increased.
Conclusion.  Indications are that nurse prescribing can be acceptable to doctors and nurses so long as it operates within recommended parameters. Greater promotion and assessment of standards and criteria are recommended to improve understanding and acceptance of nurse prescribing.     

Lived experience in teaching mental health nursing: Issues of fear and power

Australian mental health policy clearly articulates recovery focus as the underpinning of mental health services. Barriers to achieving a recovery focus are identified in the literature, with negative attitudes of health professionals receiving particular attention. The involvement of people with lived experience of significant mental health challenges and mental health service use is essential to enhancing more positive attitudes. Lived‐experience involvement in the education of nurses is evident; however, it is generally limited and implemented on an ad hoc basis. Overall, there is a paucity of literature on this topic. A qualitative exploratory study was undertaken to elicit the views and perceptions of nurse academics and lived‐experience educators about the inclusion of lived experience in mental health nursing education. One major theme to emerge from the research was issues of fear and power, which included three subthemes: facing fear, demystifying mental illness, and issues of power. Lived‐experience involvement has an important role to play in the education of nurses in addressing fear and demystifying the experience of mental illness. The power that lived‐experience educators exercised in their roles varied considerably, and for many, was limited. Therefore, the effectiveness of lived‐experience involvement requires a more equitable distribution of power.     

Supplementary prescribing: relationships between nurses and psychiatrists on hospital psychiatric wards

The purpose of this study was to explore some of the issues for the implementation of supplementary prescribing for acute hospital care. The study design was the use of focus group methodology. In total, 19 nurses and 7 psychiatrists joined 1 of 6 focus groups held on the psychiatric unit. The data were analyzed using a modified grounded theory technique. In the study to be reported here, nurses and psychiatrists described the potential for different ways of working to emerge on acute psychiatric wards. Two major themes were identified: supplementary prescribing bringing about different ways of influencing decisions and controlling professional work; nurses and psychiatrists developing different types of relationships. Findings suggest an overall positive acceptance for supplementary prescribing, but for greater attention to be placed on the nature of relationships between nurses and psychiatrists. Implications for practice include the impact on new roles for nurses and psychiatrists and how this new form of relationship can best serve patients.     

Nurse prescribing in specialist mental health (part 1): the views and experiences of practising and non-practising nurse prescribers and service users

Non-medical prescribing is a relatively new competency that appears to benefit both service users and health professionals alike. However, little is known about its use in mental health settings. This single case study in one UK National Health Service (NHS) Trust aimed to look at these views and consider how the role can be developed further in light of this. Six service users and two nurses trained in nurse prescribing were individually interviewed. One trained nurse had been prescribing for the last 3 years; the other was trained but had never practised. Service users reported that nurse prescribing was more convenient and less anxiety provoking, an issue of particular importance for optimizing mental health services. Offering choice was deemed important; however, for some service users, information about why medication may be beneficial was highlighted as an unmet need in the prescribing process. The practising nurse prescriber described her experiences and credited a good structure of supervision and support from the team. Reasons why trained nurse prescribers may not be practising are discussed, with suggestions for future developments and guidance. This competence appears to work well in a mental health setting when conducted in a supported and structured way.     

Mental health nurses' and psychiatrists' views on addressing parenthood issues among service users

Mental health professionals (MHPs) are in a central position to provide support for mental health service users (MHSUs) in regard to parental needs, from preconception to caring for children. This study aims to examine whether mental health nurses and psychiatrists regard the issue of having children and being a parent as relevant to be considered in a clinical setting, how they describe the MHPs' roles and responsibilities in this regard, and to what extent they feel willing and able to fulfil these demands. A qualitative approach was undertaken by conducting four focus groups with 30 MHPs (15 nurses and 15 psychiatrists) within an inpatient mental health service in south Germany. We found that MHPs generally acknowledged the importance of parenting issues for psychiatric treatment. However, they assessed the talks between MHPs and MHSUs about parenting as less relevant in routine practice; the issue of the desire for children in particular was seen as generally not important. Addressing parenthood issues was restricted to mainly two areas: clarifying children's situations during inpatient treatment and considering medication issues among (potentially) pregnant service users. MHPs' focus on the adult service user, privacy, and historical issues were the main arguments against addressing parenthood issues.     

Extended hours community mental health nursing service

The Extended Hours Community Mental Health Nursing Service is an innovative service introduced within Milton Keynes following the success of an earlier project. The service operates every day and provides an on-call Community Mental Health Nurse (CMHN) who is available 1700-0100 h for people aged 17 years and over, in support of other health services. The function of the service is to offer: Immediate assessment/intervention to people presenting, with any mental health problem, to the out of hours GP service or the local Accident and Emergency department. CMHN support out of normal working hours to patients from the Community Mental Health Teams. Outreach to patients on leave from the wards. Professional support to consultant psychiatrists undertaking home assessments outside normal working hours. Better service to patients in Accident and Emergency by improved liaison between Accident and Emergency and the Mental Health Directorate. This is primarily a nurse-led initiative that has extended the scope of professional practice for all staff involved. The team comprises three G grade mental health nurses, one of whom is the team coordinator, a secretary and a team of 'back up' first level registered nurses who work on-call as and when needed.     

Mental health nursing capability development: Perspectives of consumers and supporters

Mental health nursing requires a specialist range of capabilities and values. In Australian contexts, the preparation of nurses to work in mental health settings has attracted criticism from government reviews, academics, and graduate nurses. Insufficient mental health content and clinical placement experience in undergraduate nursing courses have been central to this criticism. The study aim was to identify the areas and modalities of capability development of graduate mental health nurses, from the perspectives of end point users. In order to meet the aim, a four-item cross-sectional online survey with three additional and open-ended questions was developed. The questions were co-designed with consumer academics and reviewed by consumer and carer organizations. The survey was widely distributed across Australian consumer and carer organizations, with 95 useable responses. Findings indicated strong support for lived experience being integrated into teaching teams for nurses, as well as support for undergraduate direct entry for mental health nursing. Themed content from open-ended responses reflected the survey outcomes as well as prioritizing skill development to support better therapeutic relating and nurse self-care. Key findings included strong support for greater lived experience input into mental health nurse education, specialist undergraduate preparation and a focus on developing relational capabilities in the mental health nurse workforce.     

Perception of nurse prescribing among nurses and psychiatrists in a developing country: A cross‐sectional survey

Nurse prescribing has the potential to improve patients’ access to, and experiences of, treatment. The aim of the present study was to examine nurse and psychiatrist attitudes about this extended role in a developing country. We conducted a cross‐sectional survey using a previously‐used, 65‐item, seven subscale measure of attitudes to nurse prescribing in mental health. We achieved a 79% response rate. The majority of participants had trained in developing countries where nurse prescribing has yet to be implemented. Across five subscales (general beliefs, impact, uses, training, and supervision), both groups reported positive attitudes about nurse prescribing. Both groups scored the training subscale particularly highly. Compared with psychiatrists, nurses were more confident about the range of clinical settings where nurse prescribing could be applied (e.g. acute inpatient and substance use). Although both groups had less favourable attitudes on the two subscales relating to clinical and legal responsibility, compared to nurses, psychiatrists were more undesirable. Although, overall, clinician attitudes do not seem to represent a barrier towards the potential implementation of nurse prescribing in the study setting, clarity about clinical and legal responsibility needs to be addressed.     

Mental health nursing students’ views on their readiness to address the physical health needs of service users on registration

There is substantial evidence that people (service users) living with a serious mental illness experience poorer physical health than the general population and die prematurely from life‐threatening illnesses. Mental health nurses are best placed to address the physical health needs of service users but evidence points to numerous challenges, including a deficit in their proficiency to meet these needs. Nurse education and mental health services are being reshaped to better equip nurses with the skill set to meet the care needs of service users. The aim of the present study was to gain an in‐depth insight into final‐year mental health nursing students’ views (MHNS) of their preparation to address the physical health needs of service users. Using a qualitative exploratory approach, the views of final‐year MHNS learning experiences of physical care were explored through a focus group and in‐depth interviews. The focus group generated broad issues, which were then explored in semistructured, individual interviews. The transcribed audio‐taped data were analysed using a framework approach to identify the emerging key themes. The themes identified were the comprehensiveness of physical care content, delivery and method of teaching, exposure to physical care in practice, and confidence to address physical health needs. The findings of the present study indicate that there is a need to enhance both the theoretical and practical components of preregistration education for MHNS on physical care.