• A day in the life of a peer support worker: Beginnings

      Watson, Emma (2015)
      Purpose: – The purpose of this paper is to provide an insight into the day-to-day challenges and experiences of a peer support worker. Design/methodology/approach: – A reflective account of the experience of a first meeting with a peer, offering support through a series of difficult situations. Findings: – Reflections are offered on the importance of relationships and overcoming feelings of disillusionment with mental health services. Originality/value: – This paper adds to the small number of accounts of the experiences of Peer Support Working in mental health services and as such is highly original.
    • A day in the life of a peer support worker: Graham

      Watson, Emma (2015)
      Purpose – The purpose of this paper is to describe the experience of being a peer support worker by drawing reflections from a working day. Design/methodology/approach – This is a reflexive account of a person experience written from the peer support worker’s own perspective. Findings – Reflections focus on the “non-directive” element of peer support and the danger of making assumptions when supporting others and working with staff. Originality/value – While the research evidence for peer support continues to grow, there are few first person accounts of the experience of peer support working.
    • A day in the life of a peer support worker: Melinda

      Watson, Emma (2014)
      Purpose - The purpose of this paper is to provide an insight into a day in the life of a peer support worker. Design/methodology/approach - Narrative account and analysis of the boundary challenges and 'boundary issues' raised by work with a client. Findings - Reflective account, no findings presented. Originality/value - An original viewpoint on the challenges and 'boundary issues' raised in the work of a peer support worker.
    • A day in the life of a peer support worker: One of those make or break visits

      Watson, Emma (2015)
      Purpose - The purpose of this paper is to describe the experience of being a peer support worker (PSW). Design/methodology/approach - Narrative account of a one to one meeting with a peer written from the perspective of a PSW. Findings - Key reflections centre on the importance of establishing and maintaining boundaries, the role of trust, and a different understanding of what constitutes risk. Originality/value -While there is a great deal written about the theory of peer support work, little is published about PSWs experience. This paper provides important insights into the nature of peer support work.
    • A day in the life of a peer support worker: Training day

      Watson, Emma (2014)
      Purpose: The purpose of this paper is to describe the experience of being a peer support worker: a day providing training for new peer support workers. Design/methodology/approach: A reflective personal account of a day in the authors work sent as a trainer on a peer support worker training course. Findings: The critical value of co-production. Training is not about an "expert" imparting their wisdom - the answers are in the room. To provide training is to continue to learn. Research limitations/implications-One person's account of their experience of providing peer support worker training. Practical implications: Modelling that which is valued rather than simply telling people. A recovery focus must extend to colleagues as well as the people we serve. Originality/value: While there is a great deal written about the theory of peer support work, little is published about peer support workers experience. This paper provides important insights into the nature of peer support work. © Emerald Group Publishing Limited.
    • All-graduate profession ignores the talent that is available to us

      Brennan, Theresa (2015)
      I have a different perspective to Doreen Crawford's on developing our nursing workforce (letters, November 18)
    • Anti-stigma films and medical student's attitudes towards mental illness and psychiatry: Randomised controlled trial

      Flood, Caroline (2008)
      Aims and method: To explore the feasibility of a randomised controlled trial of the effects of two anti-stigma films on medical students' attitudes to serious mental illness and psychiatry. Attitudes to serious mental illness, perceived dangerousness, social distance and psychiatry, were measured before and after watching the films and at 8 weeks. Results: Intervention films significantly improved general attitudes to serious mental illness and social distance, with a trend towards reducing perceived dangerousness. These effects appeared to attenuate during the students' clinical placements, suggesting a possible interaction with their clinical experiences. Clinical implications: Our results suggest both that it may be possible to conduct a substantive trial of the effects of the intervention films on a larger cohort of medical students and that the films may be effective in reducing stigmatising attitudes in medical students.
    • Applied leadership. The team wheel

      Whyte, Lawrence (2007)
      Lawrence Whyte describes a method of assessing team memers' individual and collective perspectives on issues of teamwork.
    • Are anti-stigma films a useful strategy for reducing weight bias among trainee healthcare professionals? Results of a pilot randomized control trial

      Tischler, Victoria A.; Markham, Sophie; Glazebrook, Cris; Beer, Charlotte (2013)
      Background: Weight bias is an important clinical issue that the educators of tomorrow's healthcare professionals cannot afford to ignore. This study, therefore, aimed to pilot a randomized controlled trial of the effects of educational films designed to reduce weight stigmatization toward obese patients on trainee dietitians' and doctors' attitudes. Methods: A pre-post experimental design with a 6-week follow-up, which consisted of an intervention group (n = 22) and a control group (n = 21), was conducted to assess the efficacy of brief anti-stigma films in reducing weight bias, and to test whether future, larger-scale studies among trainee healthcare professionals are feasible. Results: Participants at baseline demonstrated weight bias, on both implicit and explicit attitude measures, as well as strong beliefs that obesity is under a person's control. The intervention films significantly improved explicit attitudes and beliefs toward obese people, and participant evaluation was very positive. The intervention did not significantly improve implicit anti-fat bias. Conclusion: The current study suggests both that it is possible to conduct a substantive trial of the effects of educational films designed to reduce weight stigma on a larger cohort of trainee healthcare professionals, and that brief educational interventions may be effective in reducing stigmatizing attitudes in this population. Copyright © 2013 S. Karger GmbH, Freiburg.
    • Are psychiatrists real doctors?

      Pannu, Harpreet (2005)
      Comments on the article, "Are psychiatrists real doctors? A survey of the medical experience and training of psychiatric trainees in the west of Scotland," by Dr Robinson (see record 2005-01493-009). The survey of psychiatric trainees in Scotland by Dr Robinson showed that a significant amount of physical healthcare is being provided by psychiatric trainees. The role of the trainee is to identify and manage problems for which they often may have received no formal training. I have experience and training in primary care which I have found invaluable in dealing with my patients' physical health problems. It may be of value to consider the training needs of psychiatric trainees with regards to management of physical health problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
    • An audit of the quality and effectiveness of review meetings between core and higher psychiatry trainees and their educational supervisors

      Majumder, Pallab; Holland, Josephine (2020)
      Purpose The purpose of this paper, an audit, was to explore and evaluate the quality and effectiveness of review meetings between core (CT) and higher psychiatry trainees (HST) and their educational supervisors (ESs). The second aim was to recommend changes in practice to improve the quality and effectiveness of the ES-trainee review meetings to enhance the training experience and overall training quality. Design/methodology/approach A tool was developed to gather anonymous feedback from trainees about their meetings with their ES. Consultation was carried out with CT and HSTs as well as ESs to ensure the questions were clear and acceptable to all. Trainees were requested to complete the feedback form for all pre-annual review of clinical progress (ARCP) meetings for the June-July 2019 ARCP cycle. Completed forms were placed in a sealed box, which was emptied once all meetings were complete. Findings In total, 25 feedback forms were received. On most questions, trainees gave positive feedback on the process, content, supervisor and administration. Four main themes emerged from the qualitative feedback. Trainees found the process supportive and felt listened to. They felt the process was organised and personalised. Trainees' views on suggestions for further improvement was captured and reflected: the ES reading their portfolio in advance, shorter forms with more focus on clinical acumen and less like a tick-box exercise, frequent reminder emails, more specific guidance and to plan ahead for change of supervisor. Research limitations/implications The main research limitation is that this study used only one measure, which was the subjective account of the participating postgraduate Psychiatry trainees. No other objective measures were used in the study to evaluate the effectiveness or the quality of the educational supervision. Practical implications The implications of the findings were discussed, and recommendations were made based on the findings to further enhance the trainees' experience of their educational supervision. It is likely that a positive experience of supervision and training will have implication by improving the overall training quality of the scheme. Social implications The quality of supervision of Psychiatrists in training have a significant contribution in their training progress and completion, and in the long run the quality of service or assessment and treatment they are able to provide to their patients as qualified Psychiatrists. Originality/value Literature searches revealed no previous audits to have been published on quality of educational supervision meetings between postgraduate psychiatry trainees and their ES.
    • Author's reply

      Hampson, Michele (2012)
    • Bridging the research-practice gap: The role of the link nurse

      Collins, Mick (1996)
      There has been much discussion about the need to reduce the gap between nursing research and nursing practice ( Polit and Hungler 1993 ). McKenna ( 1995 ) argued that while strict research activity is the job of only a small number of individuals within any profession, the ability to recognise research findings as important and the need to use those findings must be a major part of the role of any professional. This view is supported by Robinson ( 1994 ) who emphasised that it is important to dispel the myth that all practitioners should carry out research, though they should use elements of the research process to develop a questioning and evaluative approach to care.
    • A brief acceptance and commitment intervention for work-related stress and burnout amongst frontline homelessness staff: A single case experimental design series

      Tickle, Anna C.; Young, Dave (2021)
      PURPOSERecent intervention research for burnout amongst those working in health and social care contexts has found Acceptance and Commitment Therapy (ACT) interventions to be of use but has provided less clarity on the role of Psychological Flexibility (a key ACT construct). This study further evaluated the usefulness of ACT for burnout and work-engagement and assessed the role of Psychological Flexibility in contributing to therapeutic change.PROCEDUREA nonconcurrent multiple-baseline across-participants single-case experimental design was used. Four participants were recruited from a homelessness organisation in the East Midlands, England. The ACT-intervention was split into three modules to reflect the three aspects of the ACT triflex, and the sequence of delivery was randomised for each participant in order to test the relationship between these aspects.FINDINGSSupport was found for the ACT intervention reducing exhaustion and increasing work-engagement. Psychological Flexibility increased in all participants and was temporally related to increases in other outcome variables in some instances. Delivery of the intervention focussed on any given aspect of the ACT triflex could increase different domains of Psychological Flexibility.IMPLICATIONSThis study adds to the growing body of research in favour of ACT interventions for burnout and adds to the understanding of Psychological Flexibility as a mediating variable.
    • Burnout within forensic psychiatric nursing: Its relationship with ward environment and effective clinical supervision?

      Berry, Suzanne (2019)
      WHAT IS KNOWN ABOUT THIS SUBJECT?: Burnout is a prominent issue in psychiatric nursing and associated with significant adverse consequences for staff, service users and at an organizational level. Exploration of the extent and predictors of burnout in secure settings has received little research attention. It is not fully understood why prevalence rates of burnout in forensic settings are not elevated in comparison to other settings, despite the presence of known risk-related correlates. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: In contrast to previous research, findings suggest that clinical supervision may not be an effective, stand-alone intervention to support staff experiencing burnout. Thus, the current focus on clinical supervision to mitigate burnout may be insufficient in forensic services. The ward environment (specifically how safe staff feel, how therapeutic the ward feels and how well service users relate to one another) was found to be more important than clinical supervision in terms of burnout for forensic psychiatric nursing staff. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Policies regarding staff health and well-being should be developed with due consideration given to the association between burnout and the working environment. It should not be assumed that clinical supervision is sufficient to mitigate burnout in practice. Further research assessing all types of support and the ward environment is needed to gain a better understanding of its relationship to burnout. ABSTRACT: Introduction Despite extensive research examining burnout in psychiatric nursing staff, literature exploring key predictors of burnout in secure psychiatric settings has been relatively neglected. Research has yet to explore burnout in these settings by adopting previously identified predictors such as support or the ward environment. Aim The current study aimed to reduce this gap by exploring burnout, the perceived effectiveness of clinical supervision and ward environment. Method In 2014, nursing staff working in a medium secure forensic psychiatric unit in the United Kingdom (N = 137) provided demographic information and completed the measures assessing: Burnout, clinical supervision and the ward environment. Results Approximately 10% of nursing staff could be classed as "burnt-out". The main predictors of burnout were age and ward environment. Clinical supervision had minimal association with burnout. Discussion The current study sheds doubt on clinical supervision as a potential intervention for burnout and results appear comparable to research within other settings. The implications of the ward environment, supervision and burnout are discussed herein. Implication for Practice Interventions may need to focus on a positive ward environment (including patient cohesion, experienced safety and enhancing the therapeutic atmosphere). Organizations should support younger nursing staff as they appear particularly vulnerable to burnout.