美国精神-心理健康高级护理实践及建设我国精神-心理健康护理学科的探讨

介绍了美国精神-心理健康高级护理实践发展进程中精神-心理健康高级实践护士教育准备、能力要求、准入认证及执业范围的变化,分析了我国精神-心理健康护理的现状,提出了建设我国精神-心理健康护理学科的相关建议。     

Parental grieving and perceptions regarding health care professionals' interventions.

The death of a neonate, infant, or child is a tragedy that greatly impacts on many individuals' lives. Nurses and other health-care professionals provide care for not only the dying child but also the grieving parents and families. It is imperative that health care professionals are cognizant of the components and intensity of parental grieving and the critical role that they must assume in supporting bereaved parents prior to, at the time of, and after the child's death. The purpose of this study was to measure the intensity of parental grieving and collect information from bereaved parents regarding their perception of health care professionals' interventions. The results indicated that bereaved parents' intensity of grieving scores were generally higher than those reported on the TRIG norms. In response to The Bereavement Questionnaire, they were able to identify what health care professionals did or said that was helpful or unhelpful before, during, and after their child's death.     

Preventive psychiatric-mental health nursing using a group approach

With psychiatric-mental health professionals in constant search of mechanisms to promote mental health more effectively and efficiently and maintain people in the community, increasing attention is being given to the utilization of group skills. Group work within hospitals and mental health centers has become generally well established, but it has yet to be fully utilized in the community.     

Factors that influence the advisement of nursing students regarding baccalaureate completion: associate degree nursing faculty perceptions

Associate degree nursing faculty engage in career advisement. This article describes research regarding faculty perceptions of factors that influence their advisement of students to matriculate in baccalaureate degree completion programs. Study participants reported a belief that given adequate support and a period of recuperation, graduates were well prepared to educationally advance. In addition, the degree to which linkages had been established with baccalaureate completion programs influenced advisement strategies. Furthermore, faculty described a moral obligation to advise students based on a perceived relationship that was uniquely collegial. Recommendations focus on intentional strategies to support students' educational continuation.     

Distance education: pedagogy for psychiatric-mental health nursing

Education of undergraduates in mental health nursing necessitates modeling interpersonal relationships and providing accessible educational experiences. This article describes (1) a distance education strategy that promotes interpersonal learning, and (2) a qualitative study exploring faculty's experience with this pedagogy. Several themes emerged from the data: I Feel Like I'm In A Different World; I Don't Get To Know The Students; They Have My Face; I Am Caught Up In The Technology; It Is A Lot Like Teaching In The Classroom; and It Is Helping Me Grow In My Teaching. A metaphor, "bringing it to life," captures faculty members' capability to change lifeless lecture content into a learning experience involving human beings.     

A conceptual framework for psychiatric-mental health nursing

A conceptual framework for a psychiatric-mental health nursing program gives direction for course content and becomes a rich source of hypotheses leading to development of theory. For this described framework tenets of humanistic theorists provide the philosophical base: Belief in the individual's responsibility, capacity and potential for growth; meaning of life; respect and dignity of the individual; and freedom of the individual for self-determination. Four major components comprise the framework: social systems and developmental theories, communication concepts, and self-esteem. Set in the nursing process schema, concepts from social systems and developmental theories are used in the assessment, concepts from communication theories are the basis for intervention, and changes in self-esteem become a measure of evaluation. The framework is applicable for individual clients, families, and/or groups. The nurse therapist is viewed in the same framework which may evolve into an intersystem model. Numerous research questions are suggested which may validate the relationships between the components of the framework.     

Shaping the advanced practice psychiatric-mental health nursing role: a futuristic model

As advanced practice psychiatric-mental health nursing has transitioned from earlier models of practice, elements of clinical specialist and psychiatric nurse practitioner roles are being blended to produce a new type of practitioner. The challenge of preserving mental health expertise while expanding advanced practice primary and primary mental health care competencies is addressed in several nursing education models. At New York University's Division of Nursing, faculty have designed a program around elements identified as essential to the autonomy demanded of the evolving role, knowledge, and skills basic to broad based health care and mental health care delivery with quality patient care outcomes and the competencies necessary for accountability as care providers in a changing health care delivery system. Essential elements, resources to identify them, and strategies to attain them are discussed. Approaches that promote student, clinician, and faculty development and maximize education affirm the specialty's capacity for innovation and the profession's capacity for new direction and futuristic change.     

Split images: compared perceptions of nursing faculty

This pilot study confirmed the existence of wide differences between a group of nursing faculty and a group of staff RNs with regard to the way in which faculty and their roles are perceived. Fewer differences were evident with regard to which characteristics were viewed as important for nursing faculty to possess. We suggest that comparable discrepancies may be present in other settings similar to ours; furthermore, we believe that such differences may contribute to the gap between service and education, and we therefore recommend further study.     

Assessing infant health promotion: a cross-cultural comparison

The purpose of this cross-cultural, correlational study was to evaluate two popular clinical/research assessment tools, the NCAST Teaching Scale and the Home Observation Measurement of the Environment (HOME) Inventory, as measures of infant health promotion behaviors for low-income, foreign-born Hispanic mothers in the United States. Based on the assumption that both measures tap universal attributes of the mother-infant relationship, it was hypothesized that maternal performance for the study group and a comparison group of U.S.-born, low-income mothers would be similar. Comparable performance on the NCAST Teaching Scale included a full range of scores, including the capacity to identify mothers most in need of clinical intervention. Study fundings supported the clinical use of this assessment scale with mothers represented by the study sample. Consistently lower scores by the foreign-born Hispanic mothers on the HOME Inventory led to the conclusion that the instrument may not tap cultural universals in the mother-infant relationship.     

Critical clinical competencies in undergraduate psychiatric-mental health nursing

Clinical competencies in nursing education provide the foundation for the development of competencies in nursing practice. Literature pertaining to clinical competencies in psychiatric-mental health nursing is extremely sparse. The purpose of this study was to explore nurses' perceptions of undergraduate students' critical clinical competencies. A purposive sample of 18 nurses with experience in psychiatric care and nursing education completed a 198-item survey, which included eight criterion-referenced critical clinical competencies. The results, in which 80% of items were rated strongly agree or agree, have implications for nursing education, practice, and research. The results support the use of the items in the instrument as a pedagogical tool, as a guide in assessing and evaluating students' clinical performance, and as a guide for novice faculty and practitioners. Further research about critical clinical competencies in psychiatric-mental health nursing is needed.