Maintenance of mental health by utilizing psychiatric nurse-patient interaction
- Authors: Müller, Ann
- Date: 2014-05-08
- Subjects: Psychiatric nursing , Psychotherapy patients , Psychiatric nurses - Mental health , Nurse and patient - Psychological aspects
- Type: Thesis
- Identifier: uj:10968 , http://hdl.handle.net/10210/10541
- Description: D.Cur. (Psychiatric Nursing) , Please refer to full text to view abstract
- Full Text:
- Authors: Müller, Ann
- Date: 2014-05-08
- Subjects: Psychiatric nursing , Psychotherapy patients , Psychiatric nurses - Mental health , Nurse and patient - Psychological aspects
- Type: Thesis
- Identifier: uj:10968 , http://hdl.handle.net/10210/10541
- Description: D.Cur. (Psychiatric Nursing) , Please refer to full text to view abstract
- Full Text:
The lived experience of psychiatric nurses working with children diagnosed with mental illness
- Machailo, Rorisang Mary Johannah
- Authors: Machailo, Rorisang Mary Johannah
- Date: 2013-12-09
- Subjects: Psychiatric nurses - Mental health , Child psychiatric nursing , Children with mental abilities
- Type: Thesis
- Identifier: uj:7852 , http://hdl.handle.net/10210/8746
- Description: M.Cur. (Psychiatric Nursing) , Psychiatric nursing forms part of basic nursing education in South Africa which is done in four years, either at diploma level or degree level. The psychiatric nurses are only trained in basic psychiatric nursing and are not well equipped to work effectively with children. Even though psychiatric nurses do not have enough skills and knowledge, it is expected of them to work in child psychiatric wards without adequate knowledge and skills. This creates discomfort to the internal environment of a nurse and the situation can be stressful to the nurse. Psychiatric nursing has two important components which are: supporting people at a reasonable level of functioning which they cannot maintain independently; and facilitating a higher level of functioning in people for whom this is possible. Child psychiatry is one of the specialities in the psychiatric division. ‘The description of the practice of the professional nurse in the field of child psychiatry in South Africa is vague and undeveloped and there are only a few nurses in South Africa with knowledge and skills to set guidelines for this area of practice (Makhele, 2006:36)’. Psychiatric nurses working in psychiatric hospitals undergo different experiences on a daily basis. In this research study, the researcher wondered as to what psychiatric nurses working with children diagnosed with mental illness, experience on a daily basis. The researcher then asks the following questions: 1. What are the lived experiences of psychiatric nurses working with children diagnosed with mental illness? 2. What can be done to assist the psychiatric nurses, working with children diagnosed with mental illness, in order to facilitate their mental health? This research study was done to: 1. To explore and describe the lived experiences of psychiatric nurses, working with children diagnosed with mental illness; and 2. To formulate guidelines in order to facilitate these psychiatric nurses’ mental health. In order to explore and describe the lived experience of psychiatric nurses who work with children diagnosed with mental illness, the researcher used a qualitative design. The researcher utilised phenomenology, in order to explore and describe the experiences of these psychiatric nurses in the context of their working environment. Purposive sampling method was used. In-depth phenomenological interviews were used to collect data. Tesch’s method in Creswell (2011: 113) of open coding was utilised for the analysis of the data. The results were re-contextualised within the literature. The findings of this study provided the detailed content of professional psychiatric nurses’ experience when working with children diagnosed with mental illness. Two themes which were identified are: 1. Theme 1 A challenging experience associated with tensions inherent to the contextual demands of psychiatric nurses working with children diagnosed with mental illness. 2. Theme 2 Psychiatric nurses experience of contextual demands which requires a process of continuous adjustment Guidelines on how to promote the mental health of psychiatric nurses working with children diagnosed with mental illness were derived from the research findings. In conclusion, presently psychiatric nursing training appears to rely upon individual training institutions putting into practice government policy in a fragmented fashion with no cohesive strategy. Where psychiatric nurses receive good quality training which includes child psychiatry, it is clear that good quality and appropriate interventions to children with mental illness and emotional problems can be achieved.
- Full Text:
- Authors: Machailo, Rorisang Mary Johannah
- Date: 2013-12-09
- Subjects: Psychiatric nurses - Mental health , Child psychiatric nursing , Children with mental abilities
- Type: Thesis
- Identifier: uj:7852 , http://hdl.handle.net/10210/8746
- Description: M.Cur. (Psychiatric Nursing) , Psychiatric nursing forms part of basic nursing education in South Africa which is done in four years, either at diploma level or degree level. The psychiatric nurses are only trained in basic psychiatric nursing and are not well equipped to work effectively with children. Even though psychiatric nurses do not have enough skills and knowledge, it is expected of them to work in child psychiatric wards without adequate knowledge and skills. This creates discomfort to the internal environment of a nurse and the situation can be stressful to the nurse. Psychiatric nursing has two important components which are: supporting people at a reasonable level of functioning which they cannot maintain independently; and facilitating a higher level of functioning in people for whom this is possible. Child psychiatry is one of the specialities in the psychiatric division. ‘The description of the practice of the professional nurse in the field of child psychiatry in South Africa is vague and undeveloped and there are only a few nurses in South Africa with knowledge and skills to set guidelines for this area of practice (Makhele, 2006:36)’. Psychiatric nurses working in psychiatric hospitals undergo different experiences on a daily basis. In this research study, the researcher wondered as to what psychiatric nurses working with children diagnosed with mental illness, experience on a daily basis. The researcher then asks the following questions: 1. What are the lived experiences of psychiatric nurses working with children diagnosed with mental illness? 2. What can be done to assist the psychiatric nurses, working with children diagnosed with mental illness, in order to facilitate their mental health? This research study was done to: 1. To explore and describe the lived experiences of psychiatric nurses, working with children diagnosed with mental illness; and 2. To formulate guidelines in order to facilitate these psychiatric nurses’ mental health. In order to explore and describe the lived experience of psychiatric nurses who work with children diagnosed with mental illness, the researcher used a qualitative design. The researcher utilised phenomenology, in order to explore and describe the experiences of these psychiatric nurses in the context of their working environment. Purposive sampling method was used. In-depth phenomenological interviews were used to collect data. Tesch’s method in Creswell (2011: 113) of open coding was utilised for the analysis of the data. The results were re-contextualised within the literature. The findings of this study provided the detailed content of professional psychiatric nurses’ experience when working with children diagnosed with mental illness. Two themes which were identified are: 1. Theme 1 A challenging experience associated with tensions inherent to the contextual demands of psychiatric nurses working with children diagnosed with mental illness. 2. Theme 2 Psychiatric nurses experience of contextual demands which requires a process of continuous adjustment Guidelines on how to promote the mental health of psychiatric nurses working with children diagnosed with mental illness were derived from the research findings. In conclusion, presently psychiatric nursing training appears to rely upon individual training institutions putting into practice government policy in a fragmented fashion with no cohesive strategy. Where psychiatric nurses receive good quality training which includes child psychiatry, it is clear that good quality and appropriate interventions to children with mental illness and emotional problems can be achieved.
- Full Text:
Guidelines to promote the mental health of newly qualified professional nurses at a public psychiatric hospital in Johannesburg
- Authors: Fynn, Veronica
- Date: 2012-06-11
- Subjects: Psychiatric nurses - Mental health , Psychiatric nursing - Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:8765 , http://hdl.handle.net/10210/5116
- Description: M.Cur. , This qualitative study explored and described the lived experience of newly qualified professional nurses working at a public psychiatric hospital in Johannesburg. Guidelines will be developed from these lived experiences to assist future professional nurse recruits in promoting their mental health thus enabling them to make healthy life choices in enriching their lives towards reaching their full potential. The mental health definition in this study was taken from Kreigh and Perko (1983: 34); encompassing three broad components namely a relationship with self, others and the environment. A qualitative explorative, descriptive and contextual research design was used. ‘In-depth’ phenomenological interviews were done with seven participants male and female aged between twenty – seven and thirty – seven years of age at the identified public psychiatric hospital. The objective was to gain an understanding of the lived experienced by participants while working at the public psychiatric hospital and their mental health. The findings in this study indicate that working at this public psychiatric hospital is an evolving process with both mental health infringing and mental health facilitating processes. The process commenced with newly qualified professional nurses personal preference to work in the field of psychiatry. Disillusionment followed soon after starting to work in the setting as a consequence of job dissatisfaction manifested in the relationship with others, the environment and the self. The participants consider resignations a way of dealing with the negative consequences with one exception [‘I want to get out …’].
- Full Text:
- Authors: Fynn, Veronica
- Date: 2012-06-11
- Subjects: Psychiatric nurses - Mental health , Psychiatric nursing - Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:8765 , http://hdl.handle.net/10210/5116
- Description: M.Cur. , This qualitative study explored and described the lived experience of newly qualified professional nurses working at a public psychiatric hospital in Johannesburg. Guidelines will be developed from these lived experiences to assist future professional nurse recruits in promoting their mental health thus enabling them to make healthy life choices in enriching their lives towards reaching their full potential. The mental health definition in this study was taken from Kreigh and Perko (1983: 34); encompassing three broad components namely a relationship with self, others and the environment. A qualitative explorative, descriptive and contextual research design was used. ‘In-depth’ phenomenological interviews were done with seven participants male and female aged between twenty – seven and thirty – seven years of age at the identified public psychiatric hospital. The objective was to gain an understanding of the lived experienced by participants while working at the public psychiatric hospital and their mental health. The findings in this study indicate that working at this public psychiatric hospital is an evolving process with both mental health infringing and mental health facilitating processes. The process commenced with newly qualified professional nurses personal preference to work in the field of psychiatry. Disillusionment followed soon after starting to work in the setting as a consequence of job dissatisfaction manifested in the relationship with others, the environment and the self. The participants consider resignations a way of dealing with the negative consequences with one exception [‘I want to get out …’].
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Registered nurses' experiences of interaction with patients with mental health challenges in a medical ward of a public hospital in Gauteng
- Authors: Morare, Mamphatlhi Ninivah
- Date: 2012-06-04
- Subjects: Communication in nursing , Mentally ill - Hospital care , Psychiatric nurses - Mental health , Mental health education
- Type: Thesis
- Identifier: uj:2346 , http://hdl.handle.net/10210/4802
- Description: M. Curr. , Mental health challenges are a worldwide phenomenon, and more people are experiencing these challenges which are related to the life style and psychological stressors facing them. Addressing this burden is a challenge to health care providers, as some are influenced by their perceptions about mental illness in facing the demands made be society. Registered nurses who are not trained in psychiatric nursing do not have the appropriate background information or skill of how to cope with patients with mental health challenges even if they have undergone an introduction into nursing psychology at college. This increases their fears and anxieties when having to interact with these patients. The aim of this study is thus to explore the experiences of registered nurses in interaction with patients with mental health challenges so as to be able to formulate and describe guidelines to facilitate the registered nurses mental health.
- Full Text: false
- Authors: Morare, Mamphatlhi Ninivah
- Date: 2012-06-04
- Subjects: Communication in nursing , Mentally ill - Hospital care , Psychiatric nurses - Mental health , Mental health education
- Type: Thesis
- Identifier: uj:2346 , http://hdl.handle.net/10210/4802
- Description: M. Curr. , Mental health challenges are a worldwide phenomenon, and more people are experiencing these challenges which are related to the life style and psychological stressors facing them. Addressing this burden is a challenge to health care providers, as some are influenced by their perceptions about mental illness in facing the demands made be society. Registered nurses who are not trained in psychiatric nursing do not have the appropriate background information or skill of how to cope with patients with mental health challenges even if they have undergone an introduction into nursing psychology at college. This increases their fears and anxieties when having to interact with these patients. The aim of this study is thus to explore the experiences of registered nurses in interaction with patients with mental health challenges so as to be able to formulate and describe guidelines to facilitate the registered nurses mental health.
- Full Text: false
Support groups for psychiatric nurses working in locked-up (closed) psychiatric ward
- Authors: Lenkwane, Sophie Thelma
- Date: 2012-08-23
- Subjects: Nurse and patient - Psychological aspects , Psychiatric nurses - Mental health , Self-help groups
- Type: Mini-Dissertation
- Identifier: uj:3101 , http://hdl.handle.net/10210/6519
- Description: M.Cur. , The objectives of this research were to describe the process for implementation of support groups as a resource to facilitate the promotion, maintenance and restoration of mental health of psychiatric nurses in locked-up wards and to describe guidelines for the implementation of support groups. The research design was qualitative, descriptive and contextual in nature. A descriptive single case study method was utilized to evaluate the process of support groups. Steps were taken throughout the study to ensure trustworthiness. The sample consisted of seven psychiatric nurses working in locked-up wards and were purposively selected. This was done after obtaining the necessary permission from the psychiatric hospital and informed consent from the research participants. Support group sessions were conducted in three phases: relationship phase, implementation phase and termination phase. Data were gathered through multiple methods: participant observation, field notes, audiotapes of support group sessions, and naive sketches. Data were analysed according to Giorgi's and Tesch's methods, and the services of an independent coder were obtained. After data analysis, the case study as described and a literature control carried out for verification of results. The results indicate that psychiatric nurses in locked-up wards are definitely in need of support, especially from management, and that can be facilitated through the formation of support groups in their hospital as there are currently no support groups. Guidelines were generated based on the results of the evaluation of support group sessions within the phases of the support group: relationship phase, implementation phase and termination phase. Possibilities for the application of the results in psychiatric nursing practice, psychiatric nursing education and psychiatric nursing research are suggested. The limitations of the study were discussed. It is concluded that psychiatric nurses in locked-up wards need support and will utilize support groups as a resource to facilitate the promotion, maintenance and restoration of their mental health which is an integral part of health.
- Full Text:
- Authors: Lenkwane, Sophie Thelma
- Date: 2012-08-23
- Subjects: Nurse and patient - Psychological aspects , Psychiatric nurses - Mental health , Self-help groups
- Type: Mini-Dissertation
- Identifier: uj:3101 , http://hdl.handle.net/10210/6519
- Description: M.Cur. , The objectives of this research were to describe the process for implementation of support groups as a resource to facilitate the promotion, maintenance and restoration of mental health of psychiatric nurses in locked-up wards and to describe guidelines for the implementation of support groups. The research design was qualitative, descriptive and contextual in nature. A descriptive single case study method was utilized to evaluate the process of support groups. Steps were taken throughout the study to ensure trustworthiness. The sample consisted of seven psychiatric nurses working in locked-up wards and were purposively selected. This was done after obtaining the necessary permission from the psychiatric hospital and informed consent from the research participants. Support group sessions were conducted in three phases: relationship phase, implementation phase and termination phase. Data were gathered through multiple methods: participant observation, field notes, audiotapes of support group sessions, and naive sketches. Data were analysed according to Giorgi's and Tesch's methods, and the services of an independent coder were obtained. After data analysis, the case study as described and a literature control carried out for verification of results. The results indicate that psychiatric nurses in locked-up wards are definitely in need of support, especially from management, and that can be facilitated through the formation of support groups in their hospital as there are currently no support groups. Guidelines were generated based on the results of the evaluation of support group sessions within the phases of the support group: relationship phase, implementation phase and termination phase. Possibilities for the application of the results in psychiatric nursing practice, psychiatric nursing education and psychiatric nursing research are suggested. The limitations of the study were discussed. It is concluded that psychiatric nurses in locked-up wards need support and will utilize support groups as a resource to facilitate the promotion, maintenance and restoration of their mental health which is an integral part of health.
- Full Text:
A model to facilitate the mental health of student nurses working with mentally challenged individuals
- Janse van Rensburg, Elsie Sophia
- Authors: Janse van Rensburg, Elsie Sophia
- Date: 2014-03-18
- Subjects: Nursing students - Mental health , Psychiatric nurses - Mental health , Psychiatric nursing - Psychological aspects , Psychiatric nurses - In-service training
- Type: Thesis
- Identifier: uj:4438 , http://hdl.handle.net/10210/9781
- Description: D.Cur. (Psychiatric Nursing Science) , The researcher was involved in the clinical accompaniment of student nurses working with mentally challenged individuals during their psychiatric nursing practical training. In her role as advanced psychiatric nurse educator, she noticed that student nurses experienced working with mentally challenged individuals as a challenging working context. It created intense emotional discomfort for the student nurses, especially during their initial exposure to the relevant individuals. During the student nurses' last day of working with these individuals, they reflected with the advanced psychiatric nurse educator on their emotional growth and enrichment and how this experience had changed their views of life. Ineffective management of emotional discomfort may lead to emotional exhaustion or burnout and reflect negatively on a person's mental health. The main purpose of this research was to explore and describe the experiences of student nurses working with mentally challenged individuals. Subsequently, to develop, describe and write guidelines to operationalise and evaluate a model for the advanced psychiatric nurse educator to facilitate the mental health of student nurses working with mentally challenged individuals. A qualitative, explorative, descriptive, contextual and theory-generating research design was utilised to achieve the abovementioned purpose. The development of the model comprised four steps. Step one consisted of a concept analysis including identification and definition of central concepts in the model. A concept analysis was done by exploring and describing the experiences of student nurses working with mentally challenged individuals. Two focus groups, naive sketches, reflective journals, a reflective letter and field notes were used to explore their experiences. Focus groups were audiotaped as well as videotaped. Verbal consent was given by the student nurses to be videotaped and a letter of consent was signed to give permission for audiotaping of the focus groups. The audio tapes were transcribed verbatim. The video tapes were only used by the transcriber when she could not hear the sound on the audio tapes clearly. An independent coder utilised Tesch's method of open-coding to code and analyse the data. A consensus was reached between the researcher and the independent coder with regard to the themes and catogories represented by the data. During the concept analysis, engagement on a deeper emotional level was identified as the central concept. Step two consisted of the relationship statements of the model. During step three, a model for the facilitation of a process of engagement on a deeper emotional level for student nurses working with mentally challenged individuals was described. The structure of the model clarified the purpose, assumptions and context. The central concepts were defined and the relationship statements between the central and essential concepts were explained. The structure of the model focused on the relationship-, workingand termination phases within the process of engagement on a deeper emotional level. In step four guidelines were described to operationalise the model in practice. The model, as framework of reference for the advanced psychiatric nurse educator, focused on the facilitation of a process of engagement on a deeper emotional level for student nurses working with mentally challenged individuals. The process description of the model differentiated between three phases: the relationship phase, the working phase and the termination phase. Guidelines for the operasionalisation of the model focused on the objective of each phase as well as the strategy of actions for each different phase.
- Full Text:
- Authors: Janse van Rensburg, Elsie Sophia
- Date: 2014-03-18
- Subjects: Nursing students - Mental health , Psychiatric nurses - Mental health , Psychiatric nursing - Psychological aspects , Psychiatric nurses - In-service training
- Type: Thesis
- Identifier: uj:4438 , http://hdl.handle.net/10210/9781
- Description: D.Cur. (Psychiatric Nursing Science) , The researcher was involved in the clinical accompaniment of student nurses working with mentally challenged individuals during their psychiatric nursing practical training. In her role as advanced psychiatric nurse educator, she noticed that student nurses experienced working with mentally challenged individuals as a challenging working context. It created intense emotional discomfort for the student nurses, especially during their initial exposure to the relevant individuals. During the student nurses' last day of working with these individuals, they reflected with the advanced psychiatric nurse educator on their emotional growth and enrichment and how this experience had changed their views of life. Ineffective management of emotional discomfort may lead to emotional exhaustion or burnout and reflect negatively on a person's mental health. The main purpose of this research was to explore and describe the experiences of student nurses working with mentally challenged individuals. Subsequently, to develop, describe and write guidelines to operationalise and evaluate a model for the advanced psychiatric nurse educator to facilitate the mental health of student nurses working with mentally challenged individuals. A qualitative, explorative, descriptive, contextual and theory-generating research design was utilised to achieve the abovementioned purpose. The development of the model comprised four steps. Step one consisted of a concept analysis including identification and definition of central concepts in the model. A concept analysis was done by exploring and describing the experiences of student nurses working with mentally challenged individuals. Two focus groups, naive sketches, reflective journals, a reflective letter and field notes were used to explore their experiences. Focus groups were audiotaped as well as videotaped. Verbal consent was given by the student nurses to be videotaped and a letter of consent was signed to give permission for audiotaping of the focus groups. The audio tapes were transcribed verbatim. The video tapes were only used by the transcriber when she could not hear the sound on the audio tapes clearly. An independent coder utilised Tesch's method of open-coding to code and analyse the data. A consensus was reached between the researcher and the independent coder with regard to the themes and catogories represented by the data. During the concept analysis, engagement on a deeper emotional level was identified as the central concept. Step two consisted of the relationship statements of the model. During step three, a model for the facilitation of a process of engagement on a deeper emotional level for student nurses working with mentally challenged individuals was described. The structure of the model clarified the purpose, assumptions and context. The central concepts were defined and the relationship statements between the central and essential concepts were explained. The structure of the model focused on the relationship-, workingand termination phases within the process of engagement on a deeper emotional level. In step four guidelines were described to operationalise the model in practice. The model, as framework of reference for the advanced psychiatric nurse educator, focused on the facilitation of a process of engagement on a deeper emotional level for student nurses working with mentally challenged individuals. The process description of the model differentiated between three phases: the relationship phase, the working phase and the termination phase. Guidelines for the operasionalisation of the model focused on the objective of each phase as well as the strategy of actions for each different phase.
- Full Text:
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