• Local clinical attachment scheme in psychiatry

      White, Oliver; Malik, Amit; Bagalkote, Hemant (2007)
      Clinical attachments are an essential step in the process by which international medical graduates (IMGs) secure training posts in the UK. Although the British Medical Association (BMA) provides general guidelines for clinical attachments, the current system lacks a structured process regarding selection, defined length of posts, predetermined contents of training and detailed guidance for consultants supervising clinical attachments in psychiatry. This article outlines the experience in Nottingham of developing a formalised clinical attachment scheme and includes the lessons learnt and difficulties faced during the process. Also presented are the results of feedback surveys from consultants and IMGs who have partaken in the new formalised scheme. Despite new regulations regarding training visas for IMGs, there will always be a demand for clinical attachments. It would be prudent to have national guidelines, central funding for a defined number of placements and incentives for consultants, college tutors and trusts to take on these attachments. To date, all attached doctors have given positive feedback about the selection process, the induction, the handbook and the level of clinical exposure and supervision. Feedback about the teaching seminars resulted in practical changes in their delivery, and the mentorship programme was reported as being inconsistent, with wide variations in mentor-mentee contact.
    • Look after your foundation doctors

      Cutajar, Peter (2020)
      BACKGROUND/AIMSThis article reports on the career choice of foundation doctors going through a local foundation programme and whether they planned to take an F3 year. The authors also prospectively gathered views relating to their career choice and the need for an F3 year.METHODData were gathered from 193 foundation doctors training in Nottinghamshire between 2015 and 2020 through an unstructured interview process. Data were anonymised and used to learn about career pathway choices and whether they planned to take an F3 year option. Reasons for this pathway were also explored.RESULTSData showed that there was a steady increase in the proportion of trainees opting for F3 over time.CONCLUSIONSThe local picture in terms of trainees taking an F3 option reflects the national trend. Some trainees find foundation training a stressful time and so need to be offered support. The authors comment on the factors that make a career appealing to trainees.
    • Making the most out of the Gold Guide

      Thangavelu, Karthik (2008)
    • Meaningful use of service user contributions to professional training courses: whose formulation is it anyway?

      Tickle, Anna C. (2012)
      Purpose – There is much literature regarding the involvement of service users in the training of mental health professionals, yet there are few specific examples of such initiatives. This paper aims to report an innovative way of involving service users via DVDs in the teaching psychological formulation on the Trent Clinical Psychology Doctorate programme. Design/methodology/approach – A focus group was held with the service users involved in teaching psychological formulation and analysed using thematic analysis incorporating saliency analysis. Findings – Analysis revealed ten themes, which broadly fell into two categories: service users' experience of involvement and consideration of the impact on teaching and improving trainee experience. Originality/value – It is believed that this approach could not only inform the teaching of psychological formulation but also inspire other innovative opportunities to involve service users in the training of mental health professionals.
    • Measuring psychiatric nursing interventions: How much care is individualized?

      Robinson, David K. (1996)
      The nursing process was introduced to develop the contribution of nursing and adopt a more systematic approach to care delivery. Few in-depth studies have yet described its true impact and level of implementation. The study reported in this article examines the status of individualized care and makes comparisons with nursing care in other locations. It also describes the nature and context of forensic/psychiatric care and its relationship with findings of two decades ago.
    • Meeting point

      Murdock, Debbie (1998)
      THE ATMOSPHERE is serious and intense as a team of 25 elected nurses from Northern Ireland, England, Scotland and Wales gather to debate the items that will shape and steer the way forward for the RCN. It can be onerous, involving hours of preparation, and having to absorb pages of policy documents in the interests of informed debate.
    • Mental health nurses, promoters of inclusion or perpetuators of exclusion?

      Bertram, Gemma (2005)
      The literature identifies that mental health services and those individuals working within them have the potential to facilitate inclusion for their client group, because of their power to initiate potential inclusive opportunities. However, evidence suggests that service users themselves perceive many aspects of mental health services as contributing to the problem of exclusion. This has been attributed to an accumulation of messages, attitudes and disempowering practices that have emanated from mental health care providers over a long period. This study employs focus group methodology in a residential rehabilitation unit in an industrial city in the UK. Discussion of the findings highlight how, in spite of alleged inclusive practices, the attitudes held by members of the unit team could impede the clients' opportunities to become socially included, as a result of defensive practice, paternalistic attitudes, expectations of the local community upon the team and the stagnant views that are embedded in the culture of mental health services. While mental health nurses may see themselves as promoting inclusion, the reality may be quite different.;
    • Mistakes I have made: And things they taught me while working as a peer

      Rodgers, Tessa (2016)
      Purpose: The purpose of this paper is to describe the development and progression of offering peer support using personal reflections on mistakes. The paper draws on the core principles of peer support which have the potential to be better understood through self-reflection and honest appraisal. Design/methodology/approach: A reflective and personal approach is used throughout to examine and analyse particular mistakes relating to developing peer support relationships. Findings: Reflections are offered about how working approaches can be developed as a positive consequence of difficult personal interactions. Originality/value: These reflections contribute to the small number of papers written by peer workers within the UK. Its focus on mistakes and challenges as a means of learning more about peer support is highly unique.
    • More please [4]

      Merodoulaki, Gesthimani M. (2005)
    • Multidisciplinary mental state examination teaching: towards a shared language

      Holdcroft, Jason (2020)
      Mental state examination (MSE) is taught in a structured and formal way in medical eduction, but often haphazardly and informal in nursing training (if at all). We produced formal MSE teaching for nursing students based on the medical model, and obtained detailed feedback. This indicated that nursing students found the teaching and structure helpful in their clinical placements.
    • New enticements to return to nursing

      Brennan, Theresa (2014)
      There are many benefits of supporting former registered nurses back into practice and on to the Nursing and Midwifery Council register.;
    • Nurse education and understanding related to domestic violence and abuse against women: An integrative review of the literature

      McGarry, Julie (2018)
      Aim: The aim of this study was to explore previous literature related to nurses understanding of Intimate partner violence (IPV) or domestic violence and abuse (DVA) against women and to identify the gaps in nursing education so as to use the findings as a baseline to inform potential intervention strategies, curriculum development and outline implications for future nursing practice. Design: An Integrative review of literature. Methods: Studies were extracted through a search of the electronic databases, such as Science direct, EBSCO host and PubMed, to identify relevant evidences published between January 2000–January 2017. “Joanna Briggs Institute (JBI) tool” was used to review primary research studies. Results: Seventeen empirical studies were analysed. Findings supported four themes including: educational and training experiences, identification of IPV/DVA, curriculum and communication skills of nurses. Continued efforts are further needed to highlight and address IPV/DVA in nursing education and training, to scale up nursing understanding to respond and identify IPV/DVA appropriately in a clinical environment. © 2018 The Authors. Nursing Open published by John Wiley & Sons Ltd.
    • Nurse preceptorship in a high secure unit

      Wood, Christopher (2007)
      Preceptorship is extremely useful in providing support and guidance to newly qualified practitioners who are finding their feet, and even to those returning to practice. Christopher Wood describes a package that has been used successfully at Rampton high secure Hospital for the past two years.
    • Nurses could carry out mental health triage more efficiently

      Keeling, Stuart (2015)
      The services that most mentally unwell patients receive are excellent. However, there is one area nationally where people with perceived mental health issues receive a less than ideal service, and that is when they or their relatives call an ambulance.
    • Nurses’ discourses of challenging behaviour in inpatient mental-health services

      Mellow, Amy; Tickle, Anna C. (2018)
      Purpose Nurses working in acute mental-health services are vulnerable to occupational stress. One stressor identified is the challenging behaviour of some service users (Jenkins and Elliott, 2004). The purpose of this paper is to discuss the discourses drawn on by nurses to understand challenging behaviour and talk about its management. Design/methodology/approach Nurses working on acute and psychiatric intensive care unit (PICU) wards were interviewed, and data were analysed using discourse analysis. Findings Biomedical and systemic discourses were found to be dominant. Alternative psychosocial and emotional discourses were drawn on by some participants but marginalised by the dominant biomedical construction of challenging behaviour. Originality/value Existing studies have not considered how discourses socially construct challenging behaviour and its management in inpatient mental-health services.
    • Nursing in outpatient child and adolescent mental health

      Baldwin, Laurence (2000)
      This article examines the role of nurses within outpatient child and adolescent mental health services (CAMHS). The authors highlight employment trends towards generic skills-based appointments such as 'clinic workers', and asserts that nurses with specialist training have the skills to fulfil an important role in CAMHS teams but are not fully recognised for their nursing contribution.