An explanation of the coping strategies used by Community Psychiatric Nurses in Wales

Abstract Six hundred and fourteen Community Psychiatric Nurses (CPNs) were surveyed to estimate the extent to which they used various coping strategies in order to reduce occupation-related stress. A questionnaire booklet, which included a number of validated measures and the Psychnurse methods of coping questionnaire, were used. 'Having a stable home life that was separate from work' and 'knowing that my life outside of work is healthy, enjoyable and worthwhile' were methods used most in order to cope with work-based stress. 'Through having team supervision' and 'by having confidential one to one supervision' were the methods used the least. The mean overall coping scores were significantly higher for females and those who felt that they had job security. Those people who scored higher on the coping test instrument were significantly more likely to be older and have worked within the field of community mental health for longer. The current drive towards clinical supervision promoted through policy initiatives, appears not to be supported by these findings. The implications for CPN services and for further study are highlighted.     

The Lead Lecture as an adjunct to experiential learning (an appropriate modality for the introduction of issues related to death, loss and change)

Issues related to gref in response to loss and developmental changesare of significance to palliative care cancer nurses. This paper is essentially an educational debate although the issues effect all who concerned with palliative cance care nursing. it reviews selected literature related to the lecture method of teaching. The author makes a case for using the Led Lcture approch with experiential learning. It is considered an appropriate means through which to introduce palliative nurses to sensitive issues intimately connected to grief. The author explores experiential and student centred methods of learning, concluding that we should appraoch them with a certain amount of caution; we can expose the learner to too much too soon. The central recommendation of the paper is for an intergrated approach, harnessing the potential of group led tutorials and clinical supervision. An outline seminar plan provides a conceptual route map.