Psychiatric Nurses & Personal Initiative: What are the Factors to Consider?

Research Paper Title

Personal and organisational factors related to initiative behaviour among psychiatric nurses.

Background

To identify the degree of personal initiative (PI) among psychiatric nurses and to examine the influence of personal and organisational characteristics on their PI.

Methods

Ninety-seven nurses completed a questionnaire on PI, work climate, self-efficacy toward initiatives and innovations, nursing work environment, and actual initiative at work.

Results

Differences in actual initiative at work according to the level of education, and negative association between PI and age were found.

Self-efficacy and work climate explained 56% of PI; self-efficacy, work climate, and age explained 30% of initiative behaviour.

Conclusions

Investing in young nurses, fostering higher education, and creating a supportive work environment can help in conversion of innovative vision into actual initiatives.

Reference

Hendel, T., Chor, R., Kigli-Shemesh, R. & Kagan, I. (2020) Personal and organizational factors related to initiative behavior among psychiatric nurses. Perspectives in Psychiatric Care. doi: 10.1111/ppc.12471. [Epub ahead of print].

E-Therapy & Training Future Psychiatrists

Research Paper Title

Therapy and E-therapy – Preparing Future Psychiatrists in the Era of Apps and Chatbots.

Background

In both Canada and the USA, residency includes learning about psychotherapy.

The Royal College of Physicians and Surgeons of Canada mentions several psychotherapies in its training objectives and states that residents must “demonstrate proficiency in assessing suitability for and prescribing and delivering” such treatments, including cognitive behavioural therapy.

The Accreditation Council for Graduate Medical Education (ACGME) in the USA sets out competency frameworks and assessments for psychotherapy in psychiatry post-graduate education.

Yet on neither side of the 49th parallel is there mention of e-therapies in training requirements.

Read the full article using the link below.

Reference

Gratzer, D. & Goldbloom, D. (2020) Therapy and E-therapy – Preparing Future Psychiatrists in the Era of Apps and Chatbots. Academic Psychiatry. https://link.springer.com/article/10.1007%2Fs40596-019-01170-3.

Course: Applied Suicide Intervention Skills Training (ASIST)

Just completed the 2-day Applied Suicide Intervention Skills Training (ASIST) course.

ASIST is intended as ‘suicide first-aid’ training.

It aims to enable helpers (anyone in a position of trust) to become more willing, ready, and able to recognise and intervene effectively to help persons at risk of suicide.

You can find out more about the ASIST course here.

Training Community Mental Health: Local Trainers vs Master Trainers

Research Paper Title

Evaluating a Train-the-Trainer Approach for Increasing EBP Training Capacity in Community Mental Health.

Background

Research suggests the train-the-trainer (TtT) model may be an effective approach to training community mental health providers in evidence-based practice (EBP).

Methods

This study compared pre- and post-training consultation outcomes as well as standardised measures of trainer attributes and behaviours between university-based master trainers and experienced community-based supervisors, trained under the TtT approach.

Results

Findings suggest local and master trainers are equivalent in terms of clinical teaching effectiveness and trainee-perceived charisma.

Conclusions

Master trainers may have higher trainee-perceived credibility, but training and consultation outcomes are equivalent across the types of trainers, with the exception of behavioural problems where clinicians trained by local trainers and master trainers saw significantly greater growth than those who received training and consultation by master trainers.

Reference

Triplett, N.S., Sedlar, G., Berliner, L., Jungbluth, N., Boyd, M. & Dorsey, S. (2020) Evaluating a Train-the-Trainer Approach for Increasing EBP Training Capacity in Community Mental Health. The Journal of Behavioral Health Services & Research. doi: 10.1007/s11414-019-09676-2. [Epub ahead of print].

Partnering & the Interprofessional Psychiatric Mental Health Nurse Practitioner Education Curriculum

Research Paper Title

Partnering for a Sustainable Interprofessional Psychiatric Mental Health Nurse Practitioner Education Curriculum.

Background

The World Health Organisation recommends that health care educators create a collaborative and practice-ready workforce.

Focused interprofessional education (IPE) promotes collaborative practice, yet few examples of how to develop sustained IPE and clinical partnerships exist.

Mental health care professionals competent in their specialty and prepared for interprofessional collaboration are needed to treat complex mental health needs of patients.

Methods

Doctor of Nursing Practice Psychiatric Mental Health Nurse Practitioner (PMHNP) faculty partnered with College of Pharmacy faculty to create didactic, clinical, and simulation coursework and IPE competencies within PMHNP courses.

Students developed skills about providing interprofessional mental health care.

Results

Recommendations for faculties include:

  • Embrace the value of interprofessional faculty partnerships;
  • Plan for time, money, motivation, and recognition needed for sustainable IPE; and
  • Design courses that become part of the fabric of the curricula.

Conclusions

Embedding IPE into PMHNP curricula creates increased faculty satisfaction and positive feedback from students and clinical sites.

Reference

Peterson, B.L., Pittenger, A.L., Kaas, M.J. & Lounsbery, J.L. (2019) Partnering for a Sustainable Interprofessional Psychiatric Mental Health Nurse Practitioner Education Curriculum. The Journal of Nursing Education. 58(12), pp.723-727. doi: 10.3928/01484834-20191120-08.