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。     

Shaping advanced nursing practice in the new millennium

OBJECTIVES: To provide a review of converging themes and trends that are shaping advanced practice nursing roles in oncology nursing. DATA SOURCES: Review and research articles, text-books, and organization documents. CONCLUSIONS: The current managed care environment provides many opportunities and challenges for oncology advanced practice nurses. Advanced practice nurses have both clinical and organization competencies that enable them to mediate the clinical needs of patients and organization goals within the health care system. IMPLICATIONS FOR NURSING PRACTICE: Advanced practice nurses can help shape their roles and practice by active participation in the development of systems to support access to clinical and financial information for effective decision making, collaboration among disciplines, and incorporating evidence-based care in their clinical practices.     

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.     

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.     

Evaluating health promotion: a model for nursing practice

AIMS: To investigate the place and validity of effective process in evaluating health promotion practice in nursing and, in doing so, develop a specific model for this purpose. BACKGROUND/RATIONALE: The failure of many nurses to provide successful health promotional programmes is underpinned by a distinct lack of evaluation research activity. Without this type of activity, health-related nursing practice remains limited in its scope and nature. This article seeks to redress this situation by proposing a specific evaluation model that assists the nurse in their attempts to include evaluative research activity in future health promotion practice. METHOD: This article draws on existing literature to develop an evolving theoretical perspective for health promotion practice in nursing. The proposed model was developed from this perspective. CONCLUSION: Evaluation is an essential activity for any health promotion programme. Failure to include it in practice ensures that attempts to conduct health promotion are usually rendered ineffective and unsuccessful. Evaluation models are valuable tools that nurses can incorporate routinely into existing frameworks of practice, alongside other models of health education/health promotion, such as planning models. The development of this model is intended to enable nurses to review their current practice and offer a further framework for those who wish to extend their current health promotion repertoire.     

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.     

Nurse faculty perceptions regarding psychiatric-mental health nursing behavioral interventions: a cross-cultural comparison

Mental disorders are internationally responsible for significant disease burden and disability. However, limited cross-culturally comparisons, related to psychiatric-mental health nurses and the care they deliver, have been conducted. Therefore, the purpose of this article is to present information obtained from nurse faculty from Australia, Hong Kong, Japan, South Korea, Thailand and the USA (State of Hawaii) about: a) titles and educational preparation of the psychiatric-mental health nurses; b) the role and perception of others about the psychiatric-mental health nurses; c) nursing behavioral interventions, including medications; d) length of stay of hospitalized psychiatric patients; e) leading mental health problems; and, f) the profile of the population with a mental illness. The findings reflect diversity in the role and educational preparation of psychiatric-mental health nurses, as well as how psychiatric-mental health patients are treated.