2nd Scottish - Robert Gordon University

Transcription

2nd Scottish
Mental Health Nursing
Research Conference
3 May 2013
Welcome
From Mary Addo, Chairwoman for the 2nd Mental
Health Research Nursing Conference 2013
Dear Colleagues,
It is with great pleasure and honour that we warmly welcome you to the 2nd
Scottish Mental Health Nursing Research Conference. We look forward to your
engagement in the discussions and debates that arise during the conference.
The theme for today’s conference is “Promoting mental health and wellbeing for
all – evidencing mental health practice.” No human being is immune from the
‘tentacles’ of mental illness. We are all too aware of the suffering that goes not
only for the individual, but also their families, friends and colleagues, including
practitioners who work in mental health services.
However, with the right intervention at the right time and for the right reasons,
individuals and their families can take charge of their situation, achieve, and lead
a meaningful life. This requires appropriate help based on a multiplicity of sound
evidence of what works in a given context.
In the Mental Health Strategy for Scotland: 2012 -2015 1 improving mental
health and treating mental illness are two major challenges to address. To
achieve this, seven key themes were identified as targets for improving the
mental health and wellbeing of everyone. One of these seeks to -“Develop the
outcomes approach to include personal, social and clinical outcomes,” and this
conference is evidence of the progress the profession is making towards this
goal.
It is hoped that the contents of today’s conference will help us to make
appropriate decisions regarding relevant services and interventions, to support
and empower individuals experiencing mental ill health, not forgetting the needs
of practitioners. Throughout the day we will be reminded that “mental wellbeing
is a dynamic state in which the individual is able to develop their potential, work
productively and creatively, build strong and positive relationships with others
and contribute to their community. It is enhanced when an individual is able to
fulfil their personal and social goals and achieve a sense of purpose in society.” 2
The 2nd Scottish Mental Health Nursing Research Conference provides a fantastic
opportunity for like minded people engaged in mental health practice to share
and learn from each other. We are confident that your attendance at today’s
1
The Scottish Government (2012) Mental Health Strategy for Scotland: 2012-2015: The Scottish Government:
Edinburgh.
2
Foresight Mental Capital and Wellbeing (2008) Final Project Report - Executive Summary. The Government
Office for Science: London.
conference will provide you with a thought provoking, stimulating, inspiring, and
energising learning experience. This will help you to support and enhance the
quality of life of others, in promoting human flourishing in the services you
provide.
We are proud to say that the conference is funded by the Scottish Government
and supported by the School of Nursing and Midwifery and the Institute for
Health and Welfare Research (IHWR) at Robert Gordon University. We worked
in collaboration with partners in the NHS and several Scottish universities to
ensure the conference has wide relevance to clinical practice and education.
Again, a big thank you on behalf of the conference committee for making the
effort to join us today, to share and celebrate mental health nursing research in
Scotland.
Dr Mary Addo, PhD, MEd, MA (Soc.Sci), DMS, PgCert TLT, RMN, EN (G)
Lecturer in Mental Health Nursing
Keynote Speakers
Susan Blishen, Project Manager, Right Here
Susan Blishen of the Paul Hamlyn Foundation is the Manager of Right Here. She
helped to develop and now oversees the delivery and evaluation of this
programme. Project initiation and management has been central to Susan’s
roles at the Paul Hamlyn Foundation and to her previous roles. Susan helped to
set up, and then manage, the Paul Hamlyn Foundation’s Fund for Young
Refugees and Asylum Seekers and the Reading and Libraries Challenge Fund.
She also contributed to the development of the Foundation’s newest grants
programme, the Social Justice Programme. Susan’s publications include
“Supporting Young People’s Mental Health: Eight Points for Action”, Mental
Health Foundation Policy Briefing, 2007 (with Moira Fraser) and “Access to Books
and Reading for Young People in Public Care”, the Network, 2007 (with John
Vincent). She has a Masters Degree in English Literature.
As our first keynote speaker for the conference Susan will present a talk
entitled:
Re-scripting young people’s experiences of health and support services
Right Here is a unique, five-year collaboration between Paul Hamlyn Foundation
and the Mental Health Foundation to develop effective new approaches to
improving the mental health and well-being of 16 – 25 year olds. Since 2009
the initiative has been working with four partnerships in Brighton and Hove,
Fermanagh, NI, Newham, and Sheffield, where young people and adults have
worked together to design, deliver, commission and evaluate a range of health
promoting, therapeutic and resilience- building activities. In 2011, Right Here,
with Comic Relief and Nominet Trust also began developing a range of new
digital products to support young people’s mental health, as part of the
Innovation Labs initiative.
Susan will speak about the benefits and challenges of the co-production process
(young people/adults; youth workers/mental health professionals), which
informs all of these projects. Drawing on the independent evaluations of Right
Here from the Tavistock Institute and the Institute for Voluntary Action Research
(IVAR), and the views of the young people who have been involved, she will also
propose some key design features for future youth mental health and well-being
services, including on-line, and digital services.
Professor Brian J. Webster
Brian Webster is a Professor of Nursing and Assistant Dean of the Faculty of
Health, Life and Social Sciences, at Edinburgh Napier University. Brian is both a
mental health nurse and an adult nurse and has been a nurse since leaving
School at 17. He quickly found his area of professional interest in alcohol misuse
and has built his career in both mental health and adult nursing settings around
this interest. Brian worked in Scotland as a Charge Nurse before moving to the
South of England where he held several clinical positions in forensic mental
health, substance misuse, emergency medicine, gastroenterology and
haematology. He joined the University of Portsmouth as a Lecturer/Practitioner,
before moving to the University of Southampton where he became the Director
of Education at the Faculty of Health Sciences. Brian has degrees in politics,
education, and advanced practice and his research focuses on alcohol misuse,
particularly amongst University students. In 2009, Brian moved back to Scotland
as the head of the School of Nursing and Midwifery at the Robert Gordon
University. He is Chair of the Scottish Heads of Academic Nursing and Allied
Health Professions (SHANAHP) as well as being an Executive Member of the
Council of Deans of Health UK. His book, “Achieving the NMC Competencies – A
Handbook for Student Nurses” is due for release in October 2013.
Professor Webster will present the second keynote address at the conference.
Alcohol Use in Scotland – The challenge to us as practitioners
Scotland has a long standing problematic relationship with alcohol. Whilst the
total consumption of alcohol per head is falling, the problematic use of alcohol
continues to rise. This keynote speech will look at the current challenges that
many people have with alcohol in Scotland. As practitioners, I would suggest
that we need to do more in assessing, supporting, referring and educating the
populations that we come in contact with. In order to do that we need to
address this from a multi-factorial level and this speech will look at the areas of;
•
•
•
•
The education of nurses – have we got this right?
Our role as nurses - the skills we need
Our own use of alcohol – as part of our nation
What the future holds
It is my belief that significant change is required for Scotland to change its
relationship with alcohol, that the health of our nation is of major concern to us
as mental health practitioners and that we do have a role to play in addressing
this.
Professor Susan Klein
Professor Susan Klein, as Director of the Aberdeen Centre for Trauma Research
and Principal Member and Theme Leader for Neurological & Mental Health,
Institute for Health & Welfare Research, is recognised as a national and
international expert in the field of trauma-related research. She has contributed
to the development of evidence-informed guidance for the psychosocial response
to major incidents commissioned by the Department of Health/NATO and, more
recently, psychosocial mental healthcare provision for emergency preparedness
and response in collaboration with the Resilience Advisory Board for Scotland
(RABS) and for implementation as part of the Care for People affected by
Emergencies.
Professor Klein presents the third of our keynote addresses.
Title: Mitigating the Impact of Trauma in the Workplace: Lessons Learned
Abstract: Traumatic workplace incidents are not rare. In the United Kingdom,
some 85% of workplaces have recorded verbal abuse or staff harassment, and
65% have reported actual physical assault on staff. Within the health service
evidence suggests, for example, that nurses are at “high risk” of being exposed
to violent or aggressive patients. Dealing with such patients on a regular basis
has been reported to be a common occupational hazard and may conduce to the
development of post-traumatic symptoms and occupational burnout. Trauma in
the workplace, however, may not just refer to adverse events experienced by an
unsuspecting employee. Some workers have a responsibility to deal with the
traumatic events endured by others, for example, those employed in the rescue
and emergency services, healthcare services, and the military. To mitigate the
impact of trauma in the workplace requires a good understanding of the exacting
demands of this type of work, and to identify facilitative factors in meeting the
requirements of fulfilling such a role. This keynote address will present the
findings from empirical studies conducted by the Aberdeen Centre for Trauma
Research on evaluating the impact of trauma in the workplace and the lessons
learned therefrom.
Mr Hugh Masters
Associate Chief Nursing Officer (Interim) and Health Professional Policy
Lead for Older People, Learning Disabilities and Mental Health
Scottish Government
After training as a mental health nurse, Hugh worked in a variety of practice
settings, before moving to Edinburgh Napier University as a senior lecturer. In
2009, he took up a post in the Scottish Government as Nursing Officer for
Mental Health and Learning Disabilities and in March 2012 moved to his present
post in the Scottish Government. He is currently focused on assuring the care of
older people in hospitals and the implementation of the Standards of Care for
Dementia in hospital settings.
Hugh Masters will bring the conference to a close by drawing out and discussing
the key themes of the day and finally to offer some challenges to the research
community alongside national policy drivers such as health and care integration,
person centred care and the increasing influence of improvement science
methodologies.
Our visiting poet
Jo McFarlane
Jo is a poet and service user in recovery. She lives in Edinburgh but performs
her poems at conferences and events across the country. Recently she
performed at the Scottish Parliament. She has written several collections and is
currently working on a memoir which will include her experiences of psychiatric
care. The purpose of sharing her story is to generate awareness, to thank the
people who have helped her, and above all to inspire hope in others that
recovery is possible.
You can find Jo on Facebook: www.edinburghjo.co.uk
Today Jo will be sharing poems on the themes of recovery, positive
nurse/patient relationships and user and carer involvement. There may even be
a few rib ticklers, including one about a psychiatrist she locked in the loo and
another with a very naughty word that will make you want to reach for your
prescription pad. But don't worry, it's all done in the best possible taste!
Conference Committee
Mary Addo, PhD, MEd, MA (Soc.Sci), DMS, PgCert TLT, RMN, EN(G) is a lecturer
with 30 years mental health nursing experience, the last 11 years relates to
teaching in the School of Nursing and Midwifery and she is a member of the
Institute for Health and Welfare Research, at Robert Gordon University. She has
contributed to publicly funded research, and supervises PhD and Masters
research students. Her research interests include bipolar disorder, clinical
supervision, experience of service users and informal carers, forensic nursing,
and observation of acutely ill patients.
Audrey Stephen, PhD, is a research fellow in the School of Nursing and
Midwifery and a member of the Institute of Health and Welfare Research at
Robert Gordon University. Her main research interest is in bereavement and
bereavement care. She has a background in adult nursing in acute care
settings.
Andrew McKie, PhD, is a lecturer in the School of Nursing and Midwifery at
Robert Gordon University. He has teaching, scholarship and research interests in
the areas of mental health nursing, ethics and in the use of the arts and
humanities in professional health care education.
Debbie Banks has a background in mental health nursing and many years
experience as a nurse educator. She is currently programme leader, curriculum
development and delivery, for pre-registration nursing at RGU. RGU awarded
Debbie Teaching Fellow status in 2012. She has influenced mental health nursing
education through membership of both local and national groups and
committees.
Jane Ross has worked in the field of mental health for longer than she cares to
admit. She is an Accredited Cognitive Behavioural Therapist and Independent
Prescriber working in community mental health. She is also a Doctoral student at
the University of Aberdeen.
Colin Macduff is Reader in Nursing at Robert Gordon University. A mental
health nurse by background, he has extensive experience of evaluating policy to
practice developments in healthcare.
Steve Smith is a Lecturer in Mental Health and an Enterprise Fellow of Robert
Gordon University. His background is in Mental Health Nursing and he has over
twenty-five years clinical experience gained in a variety of settings. Since 2006
he has developed and led the Solution Focused Brief Therapy courses at RGU,
and has delivered these to Health Boards across the country.
Inga Heyman is a lecturer in mental health nursing at Robert Gordon
University. Prior to joining the University Inga worked as Adult Protection Coordinator with Grampian Police. Her clinical practice in Australia and Scotland
has shaped her research interest in police and nursing collaborations, suicide
intervention and substance use in the energy sector.
Lee Boag MA Psychology, Cert COSCA has worked in both community and
residential settings in the role of mental health support worker and has
experience in counselling work. He has been a research assistant at the
University of Aberdeen, Aberdeen Royal Infirmary and the Royal Aberdeen
Children's Hospital. He is currently studying for his PhD through the Institute of
Health & Welfare Research and is working on developing and piloting a self-care
intervention for the informal caregivers of a relative with bipolar disorder.
Susan Cumming is the Administration Manager for the School of Nursing and
Midwifery. She has worked in administration roles for over 35 years in a variety
of sectors including the oil industry and banking. For the last 20 years she has
been employed within RGU, firstly in the Estates Department before joining the
School of Nursing and Midwifery in 1999. She has assisted the conference group
with some aspects of the event organisation which is an area of interest to her.
Billy Ridler is a Stage 3 Bachelor in Nursing (Mental Health) nursing student at
Robert Gordon University. He has a keen interest in research, particularly in
relation to patient safety and the use of clinical observations.
Margaret Conlon MSc; BSc; CPN dip; RMN; RSCN is a Lecturer and Teaching
Fellow in the School of Nursing and Midwifery at Edinburgh Napier University.
Her twenty years’ experience as a mental health nurse provides an excellent
backdrop for scholarly activity that includes all aspects of mental health
education, in particular teaching and learning of interpersonal skills and values
based practice. For the last five years, research activity has been focusing on
practice learning in programme development.
Val Howatson is a lecturer in mental health nursing and pathway lead for the
undergraduate programme at Glasgow Caledonian University. She is a qualified
CBT therapist and has extensive clinical and teaching expertise in psychosocial
interventions for serious mental health problems.
Sandy McComish RMN, RNT, DMS PGCert, MSc, MA (Social Policy) is Senior
Teaching Fellow and Professional lead for mental Health at School of Nursing and
Midwifery at University of Stirling. Research interests are wide and varied
including violence and aggression, forensic mental health, service user and carer
involvement in nurse education, learning experiences in virtual environment. He
is Deputy Chair of the School Research Ethics Committee and mental health
research interest group at University of Stirling.
Austyn Snowden PhD BA (Hons) BSc (Hons) is a Reader in mental health at
UWS. His main research interests are medicines management in mental health,
distress in cancer, and concordance in general.
Brodie Paterson is a Senior Lecturer, University of Stirling. Degrees in
psychology, sociology, social policy and education. Chair European Network for
Training in the Management of Aggression, Fellow European Academy of Nursing
Scientists. Experienced researcher with record of more than published 100
articles, chapters and texts with a particular focus on violence and suicide.
Current interests include gender and violence and the implications for staff
training and practice, trauma informed education and practice, mindfulness
based approaches to stress management.
Billy Mathers EdD RMN is lecturer in mental health at the University of the
West of Scotland. His research interests include promoting therapeutic
involvement in acute mental health wards.
Conference Programme
Programme Agenda
08.30
09.30
Registration
(Room H230)
(Lecture Theatre H223)
Conference Chair: Dr Mary Addo – Lecturer in Mental Health Nursing, School of Nursing and Midwifery, RGU
Health and Safety: Mrs Susan Cumming – Administrator, School of Nursing and Midwifery, RGU
Welcome to RGU: Professor Cherry Wainwright - Director, Institute for Health and Welfare Research, RGU
Keynote Address 1: Susan Blishen, Project Manager - RIGHT - HERE PROJECT - PAUL HAMLYN FOUNDATION
Keynote Address 2: Professor Brian Webster, Assistant Dean - Edinburgh Napier University
Introduction
09.30
10.30
Jo McFarlane (Poet) Edinburgh (1st Set)
Coffee Break
10.30
10.50
(Room H230)
1st ORAL PRESENTATIONS
V
I
E
W
10.50
I
11.20 N
G
Session 1
Session 2
Presenters:
Emma Lamont
Nurse Lecturer,
University of Abertay
What is the concept of
recovery and its journey
to orientate care in
Scotland so far?
Presenters:
Dr Andrew McKie & Susan
Naysmith
Robert Gordon University
Exploring critical
perspectives in mental
health nursing education
Room H405
Room H407
Session 3
Session 4
Session 5
Presenters:
Dr Brodie Paterson &
Mr Ivor Smith,
University of
Stirling/Forth Valley
NHS
Decisions around the
use of observation in
acute psychiatric inpatient care. A social
judgement analysis.
Presenters:
Prof. Brian Webster,
Edinburgh Napier
University, Inga Heyman,
Rosemary Shaw,
Lecturers, Robert Gordon
University
Blow out Preventer:
Problematic substance use
in the offshore oil and gas
community
Presenters:
Tara Robinson, Project LeadAssertive Outreach Service,
Cardiff and Vale University
Local Health Board
Improving the Gateway for
Homeless Services Users
through Direct Access to
mental Health Care.
Room H408
Room H409
Room H410
nd
2 ORAL PRESENTATIONS
P
O
S
T
E
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S
11.25
11.55
I
N
F
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Y
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R
12.00
12.30
Session 6
Session 7
Presenters:
Robin Ion, Lecturer
Scott Hardie, Senior
Lecturer, Bridey
Monger, PhD student,
University of Abertay/
Research Officer for
Penumbra. Nigel
Henderson, Chief
Executive of Penumbra,
Jane Cumming, Senior
Manager, Penumbra
Recovery, outcome
measurement and
mental health nursing
Presenter:
Kirsty Blair
3rd Year Mental Health
Nursing Student. Robert
Gordon University
Are healthcare
professionals doing more
harm than good? An
international literature
review
Room H405
Room H407
Session 8
Session 9
Session 10
Presenters:
Dr Brodie Paterson &
Kevin McKenna,
University of Stirling
A European charter for
trainers in the
management of
violence. Results of a
Delphi exercise.
Presenter:
Jane Ross, PhD Student,
University of Aberdeen,
CPN/Independent Nurse
Prescriber. NHS Grampian
Mental health nurse
prescribing: using a
constructive approach to
investigate the nurse
patient relationship
Presenters:
Liz Brodie &
Fiona Carver
Edinburgh Napier University
An alternative approach to a
contentious issue: Borderline
personality disorder
Room H408
Room H409
Room H410
rd
3 ORAL PRESENTATIONS
Session 11
Session 12
Session 13
Session 14
Session 15
Presenters:
Lee Boag, PhD Student,
Dr Mary Addo,
Professor Susan Klein,
Dr John Love, Robert
Gordon University
A Life Interrupted:
Hermeneutic
phenomenological study
of the lived experiences
of informal care givers
of a relative with bipolar
disorder
Presenters:
Dr Winifred Eboh, Dr
Catherine Rolland, Robert
Gordon University,
Professor Edwin van
Teijlingen, Bournemouth
University
Systematic review of the
impact on the mental
health of adolescents with
sickle cell disease during
transition from paediatrics
to adult healthcare.
Presenters:
Dr Brodie Paterson,
University of Stirling
Why are restraint
trainers men?
Presenter:
Anne Marie Rennie PhD
Student / Lecturer in
Midwifery. Robert Gordon
University
Psychological well-being
following miscarriage
Presenter:
Dr Penny Woolnough,
Senior Research Officer,
Grampian Police
Missing an opportunity:
Exploring the importance of
mental health in cases of
missing persons
Room H405
Room H407
Room H408
Room H409
Room H410
12.30
13.30
Lunch Break
(Room H230)
Jo McFarlane (Poet) Edinburgh (2nd Set)
13.30
14.00
Keynote Address 3: Professor Susan Klein – Director, Aberdeen Centre for Trauma Research
Principal Member- Institute for Health and Welfare Research
Theme Leader: Neurological and Mental Health / (Lecture Theatre H223)
WORKSHOPS
Workshop 1
V
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W
I
N
14.05
G
–
14.40
P
O
S
T
E
R
S
I
N
14.45
–
15.15
F
O
Y
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Presenters:
Dr Mary Addo, Dr
Audrey Stephen,
Pamela Kirkpatrick
Robert Gordon
University
Acute mental health
nurses’ experiences of
clinical supervision in
promoting their
wellbeing in their
workplace: a systematic
review
15.35
15.45
15.45
16.15
Workshop 3
Presenters:
Dr Colin Macduff, Shuai
Ziying, PhD Research
student. Robert Gordon
University
Values base and recovery
focused practice in
Scottish mental health
nursing: where are we
now?
Presenters:
Inga Heyman, Lecturer,
Robert Gordon
University, Professor
Brian Webster,
Edinburgh Napier
University, Gavin Innes,
E- Learning Advisor.
Robert Gordon
University
Workshop 4
Presenters:
Melanie D’ardis, Karen
Shanahan, Suzanne
Barclay
Buckinghamshire New
University, Middlesex.
Forum Theatre to resolve
conflict between nursing
students and their
mentors.
Joining forces –
Collaborative police and
nurse practice and
education to support
those with mental
health needs.
Workshop 5
Presenters:
Gwenne McIntosh,
Edinburgh Napier
University,
M. McCraig & L. McNay,
University of the West of
Scotland & V. Howatson
Glasgow Caledonian
University
The HEI-R: a potential tool
for developing Recovery
Focussed Practice in HEI’s?
Room H410
Room H407
Room H408
Room H409
Room H405
4th ORAL PRESENTATIONS
Session 16
Presenters:
Dr Fiona MacDonald,
Independent, Dr Susan
Pollock, NHS Lothian
Training and
Development, Trevor
Jones, Senior Charge
Nurse Royal Edinburgh
Hospital
A FIRST FOR THE
ORCHARD CLINIC!
Developing peer
education in a secure
setting
Room H405
15.15
15.35
Workshop 2
Session 17
Session 18
Presenters:
Dr Brodie Paterson,
University of Stirling, Ms
Jenny Young,
Psychotherapist, Forth
Valley NHS
An evaluation of fast track
access to novel
psychological therapies for
adult survivors of
childhood sexual abuse
Room H407
Session 19
Presenters:
James Taylor
PhD research
student/Teaching
Assistant. University of
Stirling
Presenters:
Dr Billy Mathers, John
Green, Christine
Robertson, Bob Porter.
University of the West of
Scotland
Military veterans who
offend: do their mental
health, drugs or alcohol
problems differ from
other offenders? A
summary of the findings
from a wider systematic
review
Service users’ involvement
in mental health nurse
teaching and recruitment
Room H408
Room H409
Session 20
Presenters:
Karen Newbigging, Principal
Lecturer/ Senior Research ,
School of Nursing,
University of Central
Lancashire & Dr Julie Ridley,
Senior Research Fellow ,
School of Social Work
The Right to be Heard!
Review of the quality of
mental health advocacy in
England
Room H410
Summary
Prize Giving
Closing Address: Mr Hugh Masters – Associate Chief Nursing Officer (Interim) Scottish Government
Jo McFarlane (Poet), 3rd Set
Conference Evaluation Forms
Conference Closed
Thank you and wishing you a safe journey home…
Optional Coffee Break for Networking & Discussion
(Room H230)
ABSTRACTS
(Contents printed as submitted but with editorial
amendments)
Oral presentations
Sessions 1-20
Session 1
What is the concept of recovery and its journey to orientate care in
Scotland so far?
Emma Lamont, University of Abertay
Introduction
Since devolution in Scotland and the establishment of Scottish Parliament in
1999, Scottish health policy has focused on improving the health of the nation.
Mental health has become a key priority with the emergence of agendas such as
the review of mental health nursing; Rights, Relationships and Recovery (SGHD,
2006). The review introduced recovery as a concept to orientate mental health
care for the future. But where is the concept of recovery today and what has
been its journey in Scotland so far?
Aims and objectives
The purpose of this paper is to review the relevant literature regarding how
recovery is conceptualised as a philosophy or concept by service users, mental
health workers, families, professionals, policy makers and scholars within
Scotland.
Methods
Databases were searched to identify peer reviewed literature published from
Scotland over the past four years. Six studies were selected and key themes
emerged by identifying common recurring elements. An integrative review of
literature was undertaken, exploring a number of perspectives from a variety of
voices.
Results / Discussion
Six studies were selected. Three broad themes identified were; interpersonal and
intrapersonal constructs of experience, political and social movement and
orientation and guidance for mental healthcare. The discussion gives a modern
perspective of the concept of recovery which reaffirms what is already known
and adds to knowledge by focusing on Scottish literature. Leamy et al (in press)
recognised the need for further research into how micro processes of recovery
operate such as; how hope is re-awakened and sustained.
Conclusion
Further research is recommended and will be undertaken with more diverse
samples to understand how recovery is conceptualised by people from
marginalised groups such as nurses and other professions recognised to be
stressful, linking with mental illness, different ethnic, cultural backgrounds and
at different stages of mental health difficulties.
References:
Leamy M, Bird V, Le Boutillier C, Williams J, Slade M (in press) A conceptual
framework for personal recovery in mental health: systematic review and
narrative synthesis, British Journal of Psychiatry.
Scottish Government health Department (2006) the rights, relationships and
recovery: review of mental health nursing. Available at:
http://www.scotland.gov.uk/Resource/Doc/924/0097678.pdf
Learning outcomes
Constant critical of the concept of recovery is important and relevant within
particular areas such as Scotland to ascertain peculiarities between regions and
countries
Biography
Emma was born in Dundee a while ago…, trained to be a mental health nurse in
1990 in an old house up Glasgow Road in Perth (called the college) where I met
my husband. Worked for NHS Tayside for 23 years in hospital and community,
sponsored to undertake a master’s degree 3 years ago because I had an idea
that I could make a difference! Left the NHS last year to work as lecturer in
mental health nursing at University of Abertay, Dundee as I had another idea I
could make a difference in education. I am on the verge of completing an MSc in
advanced practice in mental health. My research project is about the concept of
recovery from the perspective of mental health nurses who have lived
experience of mental illness. The best writer I have discovered over the last
year is R.D Laing who said; ‘Children do not give up their innate imagination,
curiosity, dreaminess easily. You have to love them to get them to do that.’
Finally and most importantly I have 3 children and 2 dogs.
Session 2
Exploring critical perspectives in mental health nursing education
Dr Andrew McKie and Ms Susan Naysmith, Robert Gordon University
This paper discusses the promotion of critical perspectives in undergraduate
students within mental health nursing degree programmes. Reflecting the
diverse conceptual base of mental health nursing practice, the paper presents
student nurse narratives which demonstrate the importance of fostering critical
thinking in pre-registration mental health nursing education programmes.
Narratives are drawn from the first author's narrative research of student nurses
exploring the relationship between reading literature and poetry and their ethical
practice. Other narratives are drawn from the second author's engagement with
selected texts of literary fiction within a third-year degree module entitled
'Critical Perspectives in Mental Health Nursing'.
These narratives demonstrate the importance of encouraging critical thinking in
students of mental health nursing. By undertaking a liberal education, student
nurses can link their own personal narratives to professional narratives as they
progress through the curriculum.
This paper demonstrates the significance of critical thinking in the learning
development of students of mental health nursing. By engagement with a
variety of knowledge sources, students can be encouraged to adopt critical
stances towards the practice of mental health nursing itself. Such approaches
are applicable to all the areas outlined in the conference introduction.
References
Hurley, J. et al. 2009. Doomed to fail: the persistent search for a modernist
mental health nurse identity. Nursing Philosophy 10 1 53-59
Jones-Davitt, S. & Smith, L. 2007. Critical Thinking in Health and Social Care.
Sage: London
Learning objectives
(1)
To demonstrate the importance of alternative conceptual bases of
mental health nursing in person-centred care and values-based
practice
(2)
To demonstrate the cultivation of critical thinking in students via their
narrative engagement with diverse knowledge bases
Keywords
Critical thinking. Narrative, humanities, sciences
Biographies
Andrew McKie is a lecturer in mental health nursing at Robert Gordon University.
He has teaching, scholarship and research interests in the areas of mental health
nursing, ethics and the place of the arts and humanities in professional health
care education.
Susan Naysmith has a degree in philosophy and graduated with a Bachelor of
Nursing degree from Robert Gordon University in 2011.
Session 3
Decisions around the use of observation in acute psychiatric in-patient
care. A social judgement analysis
Dr Brodie Paterson and Mr Sandy McComish, University of Stirling
Introduction
The use of observation rests on two premise. A) that practitioners can accurately
predict imminent suicide at the level of the individual. B) that practitioners
judgements of the probability of suicide are correlated with their decisions
regarding observation.
Aims
What importance (weighting) do practitioners attach to the cues they use in
assessing the probability of suicide in decisions regarding observation?
What are the similarities/differences between decisions made by psychiatrists
and mental health nurses, with regard to the use of observation?
Method
For each of 13 variables identified via a literature review different ‘levels’ were
constructed representing different levels of severity of the variable. All variables
were then placed into a computer program that randomly generated case
vignettes. A total of 130 vignettes, representing services users with different
potential degrees of suicide risk were generated, and validated together with 15
repeat cases. 63 health care professionals from four primary care trusts across
Scotland completed the vignette booklets, which required them to make a
judgement regarding risk and a decision regarding which level of observation
they would place the patient on.
Results
Individual decision policies contained from one to six cues. See Figure 1 below.
Mean risk judgement scores, mean adjusted r2 and mean percentages of
patients placed on the different levels of observation can be seen in Table 2.
Discussion / Conclusion
Practitioners judgements of risk were strongly correlated with their use of
observation but they used a range of variables to inform their decisions.
Learning Points.
1. Observation decisions are strongly influenced by decisions regarding risk.
2. Practitioners should be aware of the variables they use in making
decisions.
Figure One: Information cues used in observation decision
policies
100
90
Percentage
80
70
60
50
40
30
Psychiatrists
20
Nurses
10
Perceived risk
Adverse events
Clinical improvement
Protective factors
Compliance
Previous suicide attempt
Insight
Hopelessness
Suicidal ideation
Co-morbidity
Diagnosis
Number of admissions
Length of admission
Gender
0
Table 2: Comparison of means
Variable
Mean scores (SD)
Psychiatrists
(n=12)
Nurses (n =
51)
Sig (2tailed)
Mean risk prediction
54.8 (9.8)
50.4 (11.8)
0.19
Mean adjusted R2 for risk
policies
0.34 (0.09)
0.28 (0.1)
Percentage on pass
5 (8.6)
4.5 (6)
0.86
Percentage on general
observation
45.3 (18.9)
66.1 (18.9)
0.001*
Percentage on constant
observation
34.8 (18.3)
26.6 (17.4)
0.14
Percentage on special
observation
7.8 (8.7)
2.7 (5.7 )
0.075
Mean adjusted R2 for decision
policies
0.66 (0.1)
0.52 (0.2)
Biographies
Dr Brodie Paterson is a Senior Lecturer, University of Stirling. Degrees in
Sandy McComish RMN, RNT, DMS PGCert, MSc, MA (Social Policy) is Senior
Teaching Fellow and Professional lead for mental Health at School of Nursing and
Midwifery at University of Sterling. Research interests are wide and varied
including violence and aggression, forensic mental health, service user and carer
involvement in Nurse education, learning experiences in virtual environment. He
is Deputy Chair of School Research Ethics Committee and Mental health research
interest Group at University of Stirling.
Session 4
Blow out Preventer: Problematic substance use in the offshore oil and
gas community
Brian Webster, Inga Heyman, Rosemary Shaw
Background
Evidence suggests that substance use is prevalent in the oil and gas workforce
across the globe. Embracing a zero tolerance policy in a safety critical
environment such as an offshore installation is an acceptable option to ensure a
safe working environment (Nolan 2008). There is little focus on employee’s use
of substances whilst on shore leave, which can also compromise offshore health
and safety.
Aims
This paper will discuss the impact of drug and alcohol use by employees during
shore leave, the impact of this on the offshore environment, employee health
and explore the remote health care practitioner’s role in these challenges.
Method
A group consisting of academic staff, medical staff and remote health care
practitioners developed, designed and implemented education and training
aimed at remote health care practitioners/ rig medics across the globe (Webster
et al 2012 a). In partnership, experienced academic staff from relevant
backgrounds in substance misuse and occupational health proposed new
evidence based recommendations for screening and brief interventions (Webster
et al 2012b).
Findings
Energy sector strong cultural and social bonds significantly impact on shore
leave drinking and drug use patterns. Many do not identify their use as
problematic which impacts on health and safety on returning to the offshore
platform. This combined with a lack of knowledge or recognition within industry
employers brings a new element of risk.
Conclusion
Offshore medics and occupation health nurses are ideally positioned to deliver
alcohol and substance use brief interventions to screen and reduce harm to this
group. There is an urgent need for change to the education, practice and scope
of these roles.
References
Nolan, S. (2008).’Drug- free workplace programmes: New Zealand perspective.
Forensic science international, 174 (2), pp.125-132
Webster ,B.J., Kirkpatrick, P. & Martindale, S. (2012).”Advancing Continuous
Professional Development for Remote Health Care Practitioners”. Journal for the
Institute of Remote Health Care 3 (1), pp.3-9
Webster,B.J., Heyman, I. & Shaw, R. (2012).” Substance and alcohol misuse in
the offshore community – reviewing the evidence”. Journal for the Institute of
Remote Health Care 3 (1), pp.15-20
Biographies
this interest. He is Chair of the Scottish Heads of Academic Nursing and Allied
Inga Heyman is a lecturer in mental health nursing at Robert Gordon University,
Aberdeen. Prior to joining the University Inga worked as Adult Protection Coordinator with Grampian Police. Her clinical practice in Australia and Scotland
Rosemary Shaw is the Course Leader for Occupational Health Practice and close
to the completion of her Master's in Education from Robert Gordon University.
She also serves as an external examiner at Leeds Metropolitan University for
SCPHN courses. In addition to these roles, Rosemary is the Vice Chairperson for
the National Occupational Health course leaders’ group by reviewing and
contributing to national Occupational Health publications.
Session 5
Improving the Gateway for Homeless Services Users through Direct
Access to Mental Health Care.
Tara Robinson, Cardiff and Vale University Local Health Board
It is widely recognised that people who experience homelessness have a
significantly higher rate of mental illness (Caffel 2012), with the likelihood of
psychosis increasing by as much as 4 -15 times compared to the average UK
population. This increases to a staggering 50- 100 times more likely for those
who are street homeless experiencing a psychotic disorder (Rees 2009).
Serious mental illness is often accompanied by drug or alcohol addiction
amongst the homeless population. The majority of studies suggest that the rate
of those who would fulfil dual diagnosis criteria within the homeless population
varies between 10 and 20% (Rees 2009).
Attendance at appointments with Secondary Mental Health Services is thought to
be low for people who are considered to be homeless, with a national study
highlighting that as little as 34% attending Follow up Care (Dobscha 1999).
Partner agencies from Housing and Voluntary services reported concerns that
service users who experience mental illness face an inequity in receiving
appropriate care, and that the pathway to refer service users for secondary
mental health via the GP faces a number of barriers:•The low value homeless service users place on their health
•No GP, or failure to attend GP appointments
•No postal address for appointments to be sent to
•Inflexible appointment systems
•Lack of available domiciliary ally visits
•Lack of clarity between services about the clinical responsibility for the
service user, often falling between Mental Health and Drug and Alcohol
services
•Challenging behaviours that may exclude service users from accessing
services
This concern was presented to the Cardiff and Vale Mental Health Services by
Housing providers and it was agreed that the Assertive Outreach Service would
develop a care pathway with our partner agencies for our marginalised
communities including Sex Workers and Homeless
Learning objectives
1. Developing a flexible and responsive mental health service for homeless
people.
2. Developing networks with partner agencies to engage people who are
considered "hard to engage.”
Keywords
Mental Health, Homeless population, Assertive Outreach, Cardiff
Biography
Tara Robinson qualified with an Honours Nursing Degree in Cardiff during 2001.
Since then her carer has focused on community mental health nursing. In 2010
Tara project led the development of an Assertive Outreach Service for Cardiff;
this included the formation of care pathways for marginalised populations
including sex workers and homeless people.
Session 6
Recovery, outcome measurement and mental health nursing
Robin Ion, Scott Hardie, Bridey Monger, Nigel Henderson and Jane Cumming
Background
Recovery and routine outcome measurement are key issues for mental health
nurses. While the former has arguably become the most influential concept in
mental health nursing in the last two decades, the latter is rapidly gaining centre
stage as a way of tracking both service user progress and organization
performance and effectiveness. As mental health nurses we have a commitment
to recovery and a vested interest in understanding the concept as an outcome of
our work.
Method
In this paper we describe a 12-item outcome measure that was designed by the
Scottish charity, Penumbra, in order to measure recovery in mental health. We
explain how the tool was developed and outline the steps taken to assess its
reliability, validity and usability.
Results
We also present preliminary results, which indicate that the tool is an effective
measure of recovery in mental health, and that it is easy to use for both clients
and mental health workers. In addition we provide an explanation of the next
steps in the process of assessing the full psychometric properties of the tool.
Discussion/Conclusion
We conclude by discussing some the challenges and benefits associated with
embedding routine outcome measurement at an organisational level.
Learning objectives
1.
2.
3.
4.
Describe the concept of routine outcome measurement
Describe a tool designed to measure recovery
Describe the psychometric properties of the tool
Outline some of the organisational challenges and benefits associated with
embedding routine outcome measurement.
Keywords
Recovery, routine outcome measurement, mental health
Biographies
Robin Ion is a lecturer in mental health nursing at the University of Abertay.
Scott Hardie is a senior lecturer in psychology at the University of Abertay.
Bridey Monger is a PhD student at the University of Abertay and research officer
for Penumbra.
Nigel Henderson is Chief Executive of Penumbra
Jane Cumming is a senior manager with Penumbra.
Session 7
Are healthcare professionals doing more harm than good? An
international literature review
Kirsty Blair, Robert Gordon University
Background
The prevalence of self-harm is 20-40% higher in the psychiatric population than
the general population. Self-harm in secure settings is significantly higher than
the general population. Given that people in secure settings tend to have mental
health problems; they have a high vulnerability towards self-harm. However,
workers in secure environments often display negative attitudes towards selfharm.
Aim
This paper presents key findings from an international literature review,
examining the attitudes of staff in secure settings towards self-harm.
Method
A literature search of published research and evidence was undertaken from the
timescale of 1990-2013. Key terms used were forensic, self-harm, self-injurious
behaviour, secure settings, attitudes, prison and custody. Articles were critically
and systemically reviewed using appropriate inclusion and exclusion criteria. Key
themes from chosen articles were then extracted.
Findings
Generally education on self-harm improves attitudes, profoundly impacting upon
those who self-harm in secure settings. Good therapeutic relationships where
healthcare professionals and clients can communicate support a positive role in
prevention and reduction of self-harm. Alternatively, breakdowns in
communication and labelling of clients can have detrimental effects, often
exacerbating problem negative behaviours. Despite this some prisoners didn’t
want a relationship with healthcare professionals, displaying an ‘us and them
attitude’ whereby collaboration was not wanted or feasible.
Conclusion
Generally clients prefer responses like understanding, respect and caring.
Evidence suggests that further education, for staff working with clients who selfharm, would increase positive responses. It seems that more research should be
carried out in order to further determine attitudes towards self-harm in secure
settings.
Learning objectives
1. Evaluate reasons behind clients self-harming in secure settings
2. Review why many healthcare professionals hold negative attitudes
towards self-harm and how this can be improved.
Keywords
Forensic, self-harm, self-injurious behaviour, secure settings, attitudes, prison
and custody
Biography
Kirsty has spent the last three years studying mental health nursing at the
Robert Gordon University. During this time she has developed an interest in
forensic mental health through placements in such areas. She also has a
particular interest in challenging the stigma and labelling attached to self-harm.
Session 8
A European charter for trainers in the management of violence. Results
of a Delphi exercise.
1
Dr Brodie Paterson1, Mr Kevin McKenna2 and Mr Vaughan Bowie3
University of Stirling, 2Dundalk Institute of Technology, 3University of Western
Sydney
Introduction
Despite European guidance regarding the content of training in the prevention
and management of violence in services for people mental disorder (Council of
Europe,(CoE) 2004) training practice continues to vary both across Europe and
within individual states.
Aims
To establish a European consensus on best practice
Method
A Delphi technique was used. The sample were those attending a workshop at the
ENTMA conference in Amsterdam in 2010. Sample size n=54. 66% male, 35%
female.
Results
Table 1. below illustrates the responses to a series of statements which
participants were asked to rate their agreement with using a Visual Analogue
Scale. The lower the rating the higher the level of agreement. Qualitative data
was also collected.
Discussion
The consensus established reflects best practice but also indicates areas of
disagreement that require further exploration within and outside Europe.
Learning Points
1
2
Practice must reflect an awareness of the international dimension.
Incorporating training into a broader organisational agenda appears
challenging for trainers
References
CoE, Committee
Strasbourg.
of
Ministers
(2004),
Recommendation
(2004)10,
CoE
Table 1.
Section
Mean rating
Section 1: The role of the trainer as professional
Trainers should only provide training within their scope of competence
9.2
Trainers should demonstrate their commitment to continuing professional
development
9.5
Trainers should act in a professional and ethical manner
4.09
Section 2: Training Content
Training should be located in the context of a professional relationship
13.05
Training provided should be safe, evidence based and best practice
6.3
Training provided should be needs assessed service specific and fit for
purpose
9.8
Training should be conducive with prevailing legal and ethical guidance
6.0
Training should emphasise the primacy of prevention at all levels
8.2
Section 3: The provision of training
Trainers should strive to integrate training into a broader organisational
agenda
12.7
Training should be conducted with due care to the safety of participants
5.4
Training should be conducted in a manner that recognises diversity
in all its forms
7.4
Training should be conducted in a manner that respects the dignity
of participants
5.3
Biography
Dr Brodie Paterson is a Senior Lecturer University of Stirling, Degrees in
Session 9
Mental health nurse prescribing: using a constructivist approach to
investigate the nurse patient relationship.
Jane Ross, NHS Grampian/University of Aberdeen
Background
The interpersonal relationship between nurses and clients is seen as the central
element or core activity of mental health nursing. Concern has been expressed
that nurse prescribing could have a negative impact on the nurse patient
relationship and result in the nurse sacrificing nursing skills for the prescribing
role.
Aim
The aim of this study was to explore the nurse patient relationship in the mental
health setting when the nurse is a prescriber. In order to do this a
comprehensive literature review was undertaken and views of clients, nurse
prescribers, pharmacist prescribers, nurse managers and doctors were explored
and relationships described.
Methodology and methods
Nurse prescribers within one location were sent questionnaires to gather
demographic data and basic qualitative data. Focus groups and interviews were
undertaken with fifty seven participants employing a constructivist approach. A
discussion guide and an iterative approach were used to clarify findings. Data
analysis was guided by a Framework approach using an evolving theoretical
Framework to interrogate the data.
Findings
The findings revealed that the majority of participants in this study preferred to
have their nurse prescribe for them and believed that nurse prescribing
improved the nurse patient relationship. Trust was highly valued within the preestablished relationship and clients found nurses easier to talk to about their
medication than doctors. The venue where nurse prescribers could see clients
was seen as important, with many believing seeing the client in his or her own
home gave added insight into other aspects of their lives. Nurse prescribers
placed high importance on being able to reduce and discontinue medication.
Nurse prescribers were uncomfortable with the concept of power, preferring to
use the term ‘empowerment’. All groups of participants were unanimous that
nurse prescribers continued to provide care and that they had not moved from a
traditional ‘caring’ role to a ‘medical’ curing role.
Conclusion
Rather than detracting from the nurse patient relationship, results from this
study suggest that nurse prescribing enables the mental health nurse prescriber
to provide more holistic care than previously.
Learning objectives
Nurse prescribing does not change the emphasis from 'care' to 'cure'. Nurse
prescribing enables the provision of more holistic care.
Keywords
Mental health nurse prescribing, nurse patient relationship
Biography
Jane has worked in the field of mental health for over 30 years. Her main
interests are cognitive behavioural therapy and nurse prescribing. She is an
Honorary Lecturer at the University of Aberdeen and is currently a doctoral
student there.
Session 10
An alternative approach to a contentious topic: Borderline personality
disorder
Liz Brodie and Fiona Carver
Introduction
People who have a diagnosis of borderline personality disorder (BPD) are
amongst the most marginalised and stigmatised of those who experience mental
health problems. Sadly this experience can be replicated within mental health
services (Westwood & Baker, 2010). A theory module for senior mental health
nursing students was developed in 2012 as part of the mental health nursing
programme at Edinburgh Napier University.
Aims
1) To demonstrate that educational experiences can positively influence how
nurses work with people with BPD
2) To demonstrate that promoting positive mental health facilitates hope and
optimism in working with this group
3) To illustrate how service users can effectively contribute to and enhance
curriculum development, design and delivery
Method
The module team enlisted the involvement of service users who had produced a
training resource for BPD (CAPS, 2011) in the module design and development
Module content was devised and delivered collaboratively between the module
teaching team and the service users
Results
The creation of a module which enshrined positive mental health promotion and
recovery in working with people with a diagnosis of BPD
Discussion/ Conclusion
Students, lecturers and service users alike found this to be a refreshing and
challenging way of working. There were some issues in synthesising what felt
like three distinct but related elements of teaching (BPD, health promotion,
clinical skills development) This module is ground breaking in its capacity to fully
utilise and embrace the service user experience in a way that enables nurses to
enhance and develop their values, skills and attitudes toward mental health and
well being
Learning outcomes
1) Discuss the impact of the collaborative engagement of module teaching
staff and service users in module design, development and delivery
2) Evaluate the impact of positive health promoting approaches to working
with service users with a diagnosis of borderline personality disorder
Two things you will learn
How to meaningfully involve service users at the forefront of module
development and delivery
How to develop a more service user centred way of working with people who
have the diagnosis of borderline personality disorder. (350 words)
References
CAPS Independent Advocacy (2011) Much more than a label: A resource about
personality disorder by people by the lived experience. Edinburgh: NHS Lothian
Westwood, L. & Baker, J ( 2010) Attitudes and perceptions of mental health
nurses towards borderline personality disorder clients in acute mental health
settings: a review of the literature Journal of Psychiatric and Mental Health
Nursing, 2010, 17, pp657–662
Biographies
Liz Brodie works in the mental health teaching team at Napier University. She
has extensive experience of acute mental health and working with those with
severe and enduring mental health problems. Later work in a substance misuse
team has stimulated an interest in the interface between mental health and
primary care workers. She is specifically interested in substance misuse in
pregnancy, perinatal mental health and developing substance misuse education
for student nurses across all fields of practice and practitioners in all health and
social care settings.
Fiona Carver trained initially as an adult nurse and then as a mental health nurse
before working in mental health in various roles for several years. She was
seconded to Edinburgh Napier University in 2005 and subsequently got a
permanent job there. She recently achieved an MSc in brief intervention
Psychological Therapies. Her interests are psychological interventions; primary
care mental health; student mental health and wellbeing.
Session 11
A Life Interrupted: Hermeneutic phenomenological study of the lived
experiences of informal caregivers of a relative with bipolar disorder.
Mr Lee Boag, Dr Mary Addo, Professor Susan Klein and Dr John Love, Robert
Gordon University
Approximately 14% of the UK population provide regular care for a family
member or friend. Despite the crucial role they play as part of an “invisible”
healthcare system, informal caregivers have become a forgotten and potentially
vulnerable group within their own right. Informal caregivers experience
increased risk of physical and psychological difficulties; financial and
occupational disruption reduced quality of life and increased rates of suicide. Due
to the chronic and dynamic nature of Bipolar Disorder (BD), caregivers for this
condition are at a further increased risk of these consequences. Little focus to
date has investigated the informal care-giving role in regards to BD and those
that do delineate the hardships but have scarcely suggested how to improve the
health and wellbeing of those in the role. There is a highlighted need for a
targeted intervention for informal caregivers of persons with BD and it has been
recognised that a prerequisite for this requires exploration of the lived
experiences of this population. This paper presents a completed first phase of a
PhD study which is part of an on-going project to develop an intervention for the
informal caregivers of BD. Phenomenological interviews were conducted with six
people who cared for a relative with BD and the transcripts were analysed using
Gadamerian hermeneutics. The results provide in-depth and previously
unreported lived experiences that could provide a basis for targeted
interventions and evidence based practice in regards to caregivers for BD.
Learning objectives
1) The consequences of the informal care giving role for a relative with Bipolar
Disorder.
2) The importance of understanding lived experiences in intervention
development with regards to a whole state approach.
3) The benefits and utility of hermeneutic phenomenology in mental health
research to uncover these experiences.
Keywords
Informal care, bipolar disorder, hermeneutic, phenomenology
Biography
Lee Boag has a background in psychology, has worked in both community and
residential settings in the role of mental health support worker and has
experience in counselling work. He has been a research assistant at the
University of Aberdeen, Aberdeen Royal Infirmary and the Royal Aberdeen
Children's Hospital. He is currently studying for his PhD through the Institute of
Health & Welfare and is working on developing and piloting a self-care
intervention for the informal caregivers of a relative with bipolar disorder.
Session 12
Systematic review of the impact on the mental health of adolescents
with sickle cell disease during transition from paediatrics to adult
healthcare
Dr Winifred Eboh, Dr Catherine Rolland, Professor Edwin van Teijlingen
Background
Sickle cell disease (SCD) is a clinically complex disorder which can have a
profound effect on physical and mental wellbeing at every stage of life. From as
early as the first year of life, children with sickle cell disorders can experience
painful vaso-occlusive crises (obstruction of blood vessels by sickle cells
preventing free circulation of oxygenated blood) often requiring repeated
hospitalisation for analgesia. Children are at risk of life threatening sickling (a
process whereby red blood cells change into a sickle shape becoming rigid and
not negotiating finer capillary networks and preventing the free from of
oxygenated blood to surrounding tissues) in organs such as the lungs, spleen
and cerebral vasculature. Stroke in children is a devastating complication and
“silent” infarcts, as evidenced by MRI of ischaemia, are seen in around 20% of
children with sickle cell and are associated with poor performance in
neuropsychological testing. Research has also shown that these children
experience extreme emotional and psychological morbidity, especially at the
point of transition from childhood to teenage years.
Aim
This systematic review will examine studies and literature that explore some of
these issues with the aim of eliciting a comprehensive dossier of how best to
approach this critical time of adolescence to young adulthood in children with
SCD.
Method
Scoping of existing literature suggests that mental well-being although widely
researched for this client group have not been properly addressed in terms of
care provision.
Outcome
It is important to establish to what extent mental illness occurs in this
population; how it manifests itself and recognised; what are the existing
management options for children with SCD displaying mental health illness and
how this is received by affected populations.
Learning objectives
1. To identify the extent of mental health morbidity in children/adolescents
with SCD, and understand how it manifests itself and is recognised.
2. To be aware of management options for children with SCD displaying
mental health illness and how this is received by affected populations.
Keywords
Sickle cell disease; mental health; children and adolescents; transition
Biographies
Dr Winifred Eboh is a senior lecturer at the School of Nursing and Midwifery at
the Robert Gordon University with over 20 years experience in
haemoglobinopathy counselling and currently involved in research in this field.
Catherine Rolland is an expert in obesity and its related co-morbidities within
RGU’s Institute of Health and Welfare Research. She has carried out a number of
dietary intervention studies investigating the effects of weight loss on resting
metabolic rate, body composition, glycaemic status and cardiovascular risk. She
has currently taken an interest in developing her skills in qualitative research.
Edwin van Teijlingen is a Professor of Reproductive Health Research at
Bournemouth University. He is trained as a medical sociologist and has an
interest in mixed-methods research, qualitative research and evaluation
research. A large share of his academic work has been in the field of either
Public Health or the Organisation of Maternity Care and has substantial research
experience in conducting large-scale comparative studies, often using mixedmethods approaches.
Session 13
Why are all the restraint trainers men?
Dr Brodie Paterson1 and Mr Vaughan Bowie2
University of Stirling1, University of Western Sydney2
Introduction
The mental health nursing workforce in the UK is predominantly female. This
should be reflected in the composition of the restraint trainer workforce. The
development and dissemination of structured training in restraint in health, care
has though historically been characterised by an overwhelming predominance of
men.
Aims / questions
Are there barriers to participating in participating in restraint instructor training
for women?
Does the dominance of men in the development of training have a negative or
positive impact for those women who receive training?
Method
The study (part of larger project) comprised semi structured interviews with 4
women who had experience of physical intervention training and its use.
Interviews were recorded and transcribed and analysed thematically using the
six phase process identified by Braun and Clarke (2006).
Results
Two of the four women in the sample interviewed disclosed that they had
previously experienced violence and aggression from males in a domestic
context and one women disclosed she had experienced sexual abuse as a child.
Four themes were identified in the analysis.
Theme 1
‘Men and women think about violence differently’.
Theme 2
‘Macho and non Macho Training Programs’
Theme 3
‘Active and Passive Resistance’
Theme 4
‘Training as a positive experience’
Discussion
Gruber (1998:302) has described normative dominance as a process whereby
one gender exerts greater control and influence over the other in a given area.
Understanding why this process has occurred may however enable such
dominance and its consequences to be addressed more effectively.
Learning Points
1. The implications of gender would appear to have received insufficient
attention in the design and delivery of training in restraint.
2. Training in restraint must reflect an awareness of the potentially high
prevalence of abuse in training participants.
References
Braun V. and Clarke V. (2006) Using Thematic Analysis in Psychology,
Qualitative Research in Psychology, 3, 77-101.
Gruber J. (1998) The Impact of male work environments and organizational
policies on women’s experience of sexual harassment, Gender and Society,
12(3), 301-320
Biography
Dr Brodie Paterson is a Senior Lecturer, University of Stirling. Degrees in
Session 14
Psychological wellbeing following miscarriage
Anne Marie Rennie
Background
Miscarriage is common, affecting 10 to 20 % of all pregnancies (Prenderville,
1997), and 25%-50% of women (Rai & Regan, 2006). The role of promoting
wellbeing is becoming a greater responsibility for midwives (Scottish
Government, 2011). Greater knowledge is needed in relation to support
strategies that develop psychological resilience and greater coping ability, and
ultimately to enhanced wellbeing with women who experience miscarriage.
There are indications that a high degree of anxiety leads to shifts in the
immunological and neuroendocrine balance and that a miscarriage can be
triggered by means of this mechanism (Arck et al., 2001). This suggests that
women, who have high anxiety in the next pregnancy, may be at risk of
suffering another miscarriage (Cumming et al., 2007). Not all women suffer from
grief, depression or anxiety following miscarriage therefore, it is important to
identify potential moderating and protective factors. One way to examine this is
to take a salutogenic perspective, rather than study causes of disease, it focuses
on unravelling the mystery of health, and is an attempt to address how people
manage life events and stay well (Antonovsky, 1987).
Aim
The aim of this research is to examine how women adjust psychologically
following miscarriage, examining the moderating effects of locus of control and
social support.
Method
The study uses mixed methodology, starting with a prospective comparative
study, to examine protective factors in relation to psychological wellbeing, and
see if these protective factors remain consistent over time. Understanding how
women enhance wellbeing following miscarriage complements knowledge on risk
factors for maladjustment.
Findings/ Impact
Findings from the quantitative study will be further explored in 2013 in a
qualitative in-depth study using Framework Analysis and will be of value in
informing the development of more tailored support. The research has full
ethical approval.
Biography
Anne Marie Rennie is a Midwifery Lecturer at Robert Gordon University and was
awarded a PhD studentship in 2010 to examine Psychological Wellbeing
Following Miscarriage. She is particularly interested in research related to
enhancing the health and wellbeing of women and their families and was
attracted to the PhD studentship, which is topical and highly relevant for the
midwifery profession. She is an active member on the editorial board for ‘The
Practising Midwife’ Journal.
Session 15
Missing an opportunity: Exploring the importance of mental health in
cases of missing persons
Penny S. Woolnough, Grampian Police
Background
Estimates indicate the UK police receive in the region of 327,000 reported
incidents of missing people per year representing approximately 216,000
individuals1. While research suggests those living with a mental illness are one of
the groups most at risk of going missing2, what we currently know about missing
persons and mental health is extremely limited. Where some studies have
looked at patients missing from care, no single study has specifically
investigated the relationship between mental health and missing.
Aim
Given the size of the missing person problem nationally, the study described
here aims to fill a significant gap in knowledge by examining the nature and
prevalence of mental health issues in the missing person population as well as
exploring the potential impact of mental health on whether people who are
recorded as missing are eventually found and the extent to which providers of
mental health services are involved in missing episodes.
Method
In order to achieve this, a content analysis of 2198 closed missing person
reports (adults and children) from 22 UK police forces was undertaken.
Results
Findings from this exploratory study suggest that mental health problems are
more prevalent in the missing person population than the general population and
that there are opportunities for improved understanding and response to this
vulnerable group by police, health and social care practitioners in terms of
recognising, reporting and preventing people from going missing.
Learning outcome
Delegates will learn key empirical findings from the study, their potential
implication for policy and practice and recommendations for further research and
development in this area.
References
1
NPIA (2011). Missing Persons: Data and analysis 2010/2011, National Policing
Improvement Agency.
2
James, M., Anderson, J. & Putt, J. (2008). Missing Persons in Australia.
Research and Public Policy Series. Canberra, Australian Government.
Biography
Penny Woolnough is Senior Research Officer at Police Scotland, a Registered
Forensic Psychologist and a Fellow of the International Academy of Investigative
Psychology. One of her main areas of research centres on the behaviour of
missing persons and police investigations.
Session 16
A FIRST FOR THE ORCHARD CLINIC! Developing peer education in a
secure setting
Dr Fiona Macdonald, Dr Susan Pollock and Mr Trevor Jones, NHS Lothian
Lothian’s groundbreaking ‘S1 to S5’ recovery workshops are now at the Orchard
Clinic (OC). The peer education workshops are led by people who have personal
experience of recovery from mental health challenges.
To share ideas and tools for recovery in this medium secure setting, facilitators
build on developmental work by previous S1 to S5 participants, people who are
past and current OC patients and the support of NHS Lothian staff. ‘Use of self’,
recovery education, the ability to share personal learning and to make changes
responsively are central to each session.
Planning evolves collaboratively in small groups, involving S1 to S5 facilitators, a
planning group member who has experience of being an OC in-patient, an
occupational therapist and OC nursing staff. Support and supervision for
sessions is provided by the Lothian Recovery Network (LRN) training and
development worker and is external to the Orchard Clinic.
Our paper describes key aspects of learning from workshop development and
content. Creative flexibility and trust are central to overcoming potential barriers
and promoting recovery and peer values in this context. The workshops are also
an introduction to WRAP (Wellness Recovery Action Planning) and other person
centred planning and recovery tools, available at the OC from trained WRAP
facilitators.
We aim to bring focus to what each of us learns individually from lived
experience, how we contribute and how we can share our learning through peer
education. Hope, challenges, strengths and recovery are a bridge to learning
within the OC, to connections with peers beyond the OC and to opportunities and
resources in the community. Participants are proud of what we have achieved.
The workshops are evaluating well, with rich learning insights.
References
Faulkner, A. & Kalathil, J. (2012). The Freedom to be, the Chance to Dream:
Preserving User-led Peer Support in Mental Health. London: Together.
Copeland, M. (2002). Wellness Recovery Action Plan. Vermont: Peach Press.
Biographies
Dr Fiona Macdonald is interested in the development of learning about recovery
from lived experience. Her experience includes ongoing personal recovery and
co-facilitating peer education in small groups, past hospital and community
nursing and research.
Trevor Jones is a Senior Charge Nurse in The Orchard Clinic, a “medium secure
unit”, in Edinburgh. He has been involved in promoting recovery focused
services since 2005.
Session 17
An evaluation of fast track access to novel psychological therapies for
adult survivors of childhood sexual abuse.
Dr Brodie Paterson1, Mr Sandy McComish1, Ms Therese McGoldrick2, Mrs Janine
Rennie3
1
University of Stirling, 2Forth Valley Health Board, 3Open Secret
Introduction
Many survivors of childhood sexual abuse find talking therapies very difficult
because they cannot verbally recount their experiences or find giving their
accounts acutely distressing. NHS FV has been at the forefront of researching
and pioneering “non talking” therapies, so was uniquely placed to pilot fast track
access to a Survivors Trauma Service in partnership with Open Secret
Aims
To evaluate the effectiveness of fast track access to two novel psychological
therapies for adult survivors of childhood sexual abuse
Method
Eye Movement Desensitization and Reprocessing (EMDR) and Emotional
Freedom Therapy (EFT) were delivered by three experienced nurse
psychotherapists trained to deliver both interventions. Each therapist offered
both treatments. Treatment sessions were conducted individually. In order to
comply with the NICE (2005) guidelines for the treatment of PTSD, up to eight
sessions were offered as part of the project. Each therapy session lasted up to 1
hour. Pre- and post-treatment and follow – up assessments were conducted
using 3 self rating measures, PTSD Checklist (PCL-C) the Impact of Events Scale
(IOE) and the Hospital Anxiety and Depression Scale (HADS).
Results
A total of total of 26 participants were eligible for the project, consented to
participate and started treatment. Of these 9 had EMDR alone, 7 had EFT alone
and the remaining 10 had a combination of both therapies. Pre to post all three
variables PTSD, IOE & HADS – showed significant positive change.
Discussion
Access to treatment was associated with a significant improvement in symptoms
on all measures for the patients who completed treatment. Such findings confirm
previous research suggesting that EMDR is a potentially effective treatment for
PTSD and other symptoms in adult survivors of childhood sexual abuse
However; they also suggest that EFT a newer and more controversial therapy
may be as effective as EMDR and perhaps even more effective in treating
symptoms of PTSD.
Learning Points:
1. EMDR and EFT may offer effective treatments for adult survivors of
childhood sexual abuse.
2. Fast track access to effective treatments
improvement in psychological symptoms.
can
produce
significant
Biography
Dr Brodie Paterson is a Senior Lecturer University of Stirling, Degrees in
Session 18
Military veterans who offend: do their mental health, drug or alcohol
problems differ from other offenders? A summary of the findings from a
wider systematic review.
James Taylor, University of Stirling
Introduction
Media reports of recent military conflicts, such as Iraq and Afghanistan, has
raised awareness the dangers of serving in the armed forces and the difficulties
some military personnel experience after leaving active service. Whilst the
majority of military personnel manage the transition back to civilian status some
experience difficulties and there is concern that some, in particular those with
mental health, drug or alcohol problems, may subsequently come into contact
with criminal justice services. But, how different are the rates of mental health
problems found in military offenders with that of other offenders, in what other
ways do they differ and how has this changed over the years?
Aim
To identify how military veteran offenders who have mental health, drug or
alcohol problems differ from other offenders and whether there has been any
change over time.
Methods
As part of a wider systematic review, examining military veterans with mental
health problems contact with justice systems, international literature, dated
between 1939 to 2011, was searched. For details of the full systematic review
protocol see Taylor et al (2012). Identified literature was heterogeneous
preventing statistical or thematic analysis however a narrative summary was
obtained.
References
Taylor, J., Parkes, T., Haw, S. & Jepson, R. (2012) Military veterans with mental
health problems: a protocol for a systematic review to identify whether they
have an additional risk of contact with criminal justice systems compared with
other veterans groups. Systematic Reviews 1:53 doi:10.1186/2046-4053-1-53
Learning outcomes
1. Delegates will be made aware how, as identified in the international
literature reviewed, the rates mental health, drug and alcohol problems
differ between offenders who have previous military services and those
with no military service.
2. Delegates will hear, as identified from the international literature, how
personal characteristics; mental health, drug and alcohol; and offending
histories differ between military veteran offenders and non-military
veteran offenders, and will have a greater understanding on whether
mental health problems contribute to military veteran offending.
Biography
James Taylor is a mental health nurse who has had many years’ experience, at
local and national levels, working within public and private sector health/ social
care arenas. This includes working with people who experience psychological
trauma or those who come into contact with the criminal justice system. The
former Mental Health and Suicide Risk Management Advisor for the Scottish
Prison Service teaches on the School’s undergraduate and postgraduate nursing
courses and is currently in his final year of PhD study examining the needs of
military veterans with mental health, drug and alcohol problems in the Scottish
prison system.
Session 19
Service users’ involvement in mental health nurse teaching and
recruitment.
Billy Mathers, John Green, Christine Robertson and Bob Porter
Introduction
Service users have a unique contribution to make in both the recruitment and
teaching of undergraduate mental health nurses. The Paisley Association of
Service Users and Carers (PACS) have been involved in this process at the
University of the West of Scotland (UWS) for the past three years and have
made a significant contribution to the success of the undergraduate mental
health nursing programme.
Aims
This presentation will give an account of an evaluation of the PACS’ involvement
and their feelings about their contribution and how this aided their recovery.
Method
An audio recorded focus group was conducted to illicit PACS’ thoughts and
feelings in regard to their involvement in teaching and recruitment at UWS.
Results
The opportunity to be involved in recruitment interviews gave service users a
sense of ownership of the student programme. They felt valued by students in
the teaching which they undertook and students indicated to them that their
teaching added another dimension to programme.
Discussion
Service user involvement is a key component in nurse education (McAndrew and
Samocuik 2003, Mental Health Foundation 2003) and this study highlights its
importance to service users. In recruitment their intuitive feelings about
applicants to new programmes at the interview stage makes them an invaluable
part of the recruitment process. In teaching, students benefit from their
authentic account of the psychological problems encountered over the course of
many years which are often more poignant than the perceived ‘second hand
knowledge’ of academic or clinical staff. More significantly, the process has
benefitted the service users themselves as they feel valued and appreciated in
their continued journey towards recovery.
References
McAndrew, S. & Samocuik, G. A. (2003) Reflecting together: developing a new
strategy for continuous user involvement in mental health nurse education.
Journal of Psychiatric and Mental Health Nursing, 10, 616–621.
Mental Health Foundation (2003) Surviving User-led Research: Reflections on
Supporting User-led Research Projects. London: Mental Health Foundation
Learning objectives
1. Audience could learn what service users give to students and also what
they gain from the process in return.
Keywords
Service users, Education, Mental health
Biography
Dr Billy Mathers has 26 years of mental health nursing experience including
working in forensic units and CMHTs. The last 17 years have been in teaching in
higher education. His most recent research has been evaluating psychosocial
skills for acute psychiatric wards and service user involvement in nurse
education.
Session 20
The Right to be Heard! Review of the quality of mental health advocacy
in England
Karen Newbigging and Julie Ridley, University of Central Lancashire
Introduction
Independent advocacy has the potential to enhance personal agency and
recovery. Independent Mental Health Advocates (IMHAs) are a specialist type of
mental health advocate, granted specific roles and responsibilities under the
Mental Health Act, 2007 to safeguard the rights of people detained under the
legislation. In 2010, the Department of Health commissioned research into the
quality and implementation of IMHA services.
Study Aim
To review the extent to which these services were providing accessible,
effective, and appropriate support to qualifying patients, and to understand the
factors that influence this.
Methods
A multi-method study involving:
• Eleven focus groups with IMHA users, IMHA services, mental health
professionals and commissioners
• Shadow visits to IMHA services
• Eight case studies of the access, uptake and experience of IMHA
services.
Results
Access and uptake of IMHA services varied considerably and is problematic for
marginalised groups. The quality and effectiveness of IMHA was, to a large
extent, linked to the extent to which mental health services staff appreciated
and understood advocacy. Once service users access the service it is highly
valued but its impact is limited by IMHA capacity and the organisational culture
of mental health services.
Conclusions
The IMHA role was highly valued by service users, although its full potential had
not been realised. Mental health services need to develop a more positive
predisposition towards advocacy, distinguishing between independent advocacy
and ‘best interests’ work. The emancipatory and transformative potential of
advocacy depends upon the willingness of mental health services relating
constructively to the challenges posed.
Reference
Newbigging, K., Ridley, J., Mckeown, M., et al. (2012) The Right to Be Heard.
Review of the Quality of Independent Mental Health Advocate (IMHA) Services in
England. Preston: UCLAN.
Learning outcomes
1. Increase participants’ knowledge of the role of independent advocacy and
the impact on its quality of the context and relationship with mental
health services
2. An awareness of the action that mental health professionals, service users
and their families can take to promote the implementation of effective
advocacy and move closer to practice that supports self-determination.
Biographies
Karen Newbigging is a Principal Lecturer in the School of Health at UCLAN. She
led the first national review of Independent Mental Health Advocacy for the
Department of Health in England and has previously undertaken research in
relation to mental health advocacy and African and Caribbean men.
Dr Julie Ridley is Senior Research Fellow in the School of Social Work at UCLAN.
Julie led on the Scottish Government research on early implementation of the
Mental Health (Care & Treatment) (Scotland) Act 2003, and was part of the
UCLAN team reviewing IMHA alongside Karen Newbigging.
Workshop presentations 1-5
Workshop 1
Acute mental health nurses’ experiences of clinical supervision (CS) in
promoting their wellbeing in their workplace: a systematic review.
Dr Mary Addo, Dr Audrey Stephen and Pamela Kirkpatrick, Robert Gordon
University
Introduction
The nature of nursing work is stressful, and the most common reason for longterm sick leave is depression caused by burnout. Particular concerns have been
raised in acute mental health care settings. Consequently, there is increased
interest in promoting health and well-being in staff. CS is a process of support
which fosters professional and personal development.
Review question
What are the experiences of acute mental health nurses of clinical supervision in
promoting their wellbeing in their place of work?
Objective
To systematic review and synthesise the best available qualitative evidence on
the positive aspects of clinical supervision for acute mental health nurses.
Methods
Identification, data extraction and critical appraisal of qualitative research
studies on the topic took place. Joanna Briggs Institute methods and software
were used to facilitate the review.
Results
Database searches identified thirteen studies that fitted the review criteria, of
which two were assessed as good quality research for inclusion in the review.
The studies showed that:
a)
CS benefits psychological and physical well being of nurses;
b)
Reflection within CS allows nurses to ventilate frustrations and explore
feelings;
c)
Sharing experiences is affirming and allows nurses to continue in their
roles;
d)
There are many barriers to participating in CS and these should be
managed to enable nurses to benefit.
Discussion/Conclusion
Mental health nurses in acute settings gain positive outcomes from participating
in CS, including improved feelings of well being and positivity about their worth
as members of the ward team. Opportunities to include CS in ward routines
should be explored and staff supported to participate. Ideas for further research
will be discussed in the session.
Learning outcomes for audience
1. Raised awareness in mental health nurses, particularly those working in
acute settings, of how the working environment affects their well being
and functioning at work and in their personal lives.
2. For managers in acute mental health care settings to:
a) identify the benefits of offering CS to staff
b) to encourage exploration of opportunities to introduce CS in units
c) reduce deterrents to nurses participation in CS.
References
Currid, T. (2009) Experiences of stress among nurses in acute mental health
settings. Nursing Standard, 23, (44):40-46.
The Scottish Government (2009) Health Works: A Review of the Scottish
Government’s Healthy Working Lives Strategy. Scottish Government: Edinburgh.
Biographies
Dr Mary Addo is a lecturer with 30 years experience in mental health nursing
including working in acute, rehabilitation, care of the elderly and forensic care
settings. The last 11 years relates to teaching across pre and post registration
courses in the School of Nursing and Midwifery at Robert Gordon University. She
is a member of the university’s Institute for Health and Welfare Research,
supervises research students, involved in research, and has academic
publications on forensic and mental health nursing practice.
Dr Audrey Stephen is a research fellow in the School of Nursing and Midwifery
and a member of the Institute for Health and Welfare Research at Robert Gordon
University. She has a specialist research interest in bereavement and
bereavement care.
Pamela Kirkpatrick is a Lecturer and Course Leader in the School of Nursing &
Midwifery teaching across pre and post registration courses. Within her CPD
remit she also has a focus on developing education for Remote Healthcare
Practitioners. She is also a member of the Institute for Health and Welfare
Research where she is the Director of the Scottish Centre for Evidence-Based
Multi-Professional Practice, an affiliate centre of the Joanna Briggs Institute,
having a focus on training and undertaking Systematic Reviews of healthcare
research. Pamela is currently undertaking a PhD study on COPD in working age
people from a mental health and well being perspective which considers
resilience promoting factors.
Workshop 2
Values based and recovery focused practice in Scottish mental health
nursing: where are we now?
Dr Colin Macduff and Shuai Ziying, Robert Gordon University
Background
In 2006 Rights, Relationships and Recovery set out a bold new agenda for
Scottish mental health nursing that set values-based and recovery-focused
practice as its foundation. While nursing staff were the main focus, in that all
were to undertake values-based training, the initiative’s training resources were
seen as being open and applicable to all mental health workers. Based on a
cascade model, first phase training centred on the 10 Essential Shared
Capabilities, while the second phase focused on facilitation of recovery. A
national evaluation of the training and its initial impact was undertaken (Macduff
et al 2010), but it is unclear to what extent lasting progress has been made.
This workshop has two main elements. Firstly, the presenters will offer an
analysis and synthesis of the initiative, based on the national evaluation. This
will serve to inform conference participants and call to mind issues of relevance
to the promotion of mental health. The second part of the presentation will invite
interaction from participants by asking them to share their perceptions of the
progress of values based and recovery focused practice in, and beyond, mental
health nursing since 2010. This will be facilitated by using two typologies of
practice that emerged from the evaluation, so that issues of development,
legacy and sustainability are explored. In this way it is hoped to enable a session
of interest to a wide range of conference participants. In doing so, the workshop
will have relevance to all the conference topics, but particularly to the topic of
workplace.
References
Macduff, C et al (2010) An Evaluation of the Impact of the Dissemination of
Educational Resources to Support Values-Based and Recovery-Focused Mental
Health Practice. Report for NHS Education for Scotland. The Robert Gordon
University, Aberdeen.
Scottish Executive Health Department (2006) Rights, Relationships and
Recovery. The Report of the National Review of Mental Health Nursing in
Scotland. Edinburgh: Scottish
Learning objectives
1) Participants will be able to identify main features of the VBT and RF initiative
in Scotland from 2006-2010
2) Participants will be able to share critical analyses and reflections on progress
since 2012
Keywords
Values based practice; recovery; evaluation; sustainability
Biographies
Colin Macduff is Reader in Nursing at RGU. He has a background in mental
health nursing and extensive experience of evaluation research.
Shuai Ziying (Suzy) is currently undertaking a doctoral study of policy to practice
initiatives in Scottish NHMAHPs during the past 6 years.
Workshop 3
Joining Forces - Collaborative police and nurse practice and education to
support those with mental health needs
Inga Heyman Prof. Brian Webster, Gavin Innes
Background
The number of people coming to police attention with complex mental health
and public protection needs has increased dramatically over the past decade.
Internationally interdisciplinary police and nurse practice has developed to more
effectively support this group driving advancement in new nursing roles working
alongside the police. Innovations in interdisciplinary education have helped to
broaden understanding of interagency roles and relationships in promoting
workforce partnership.
Aims
This workshop explores international and local police and nursing collaborations
in the context of Adult Support and Protection in mental health practice. During
the workshop participants will get the opportunity to explore a virtual police
custody suite to support police and health practitioner education.
Method
There will be three parts to this workshop:
1. Findings of an international systematic literature review of collaborative
education and practice will be presented
2. Approaches to local interdisciplinary education will be discussed.
3. Development and application of a virtual police custody suite as an
educational tool will be discussed.
Outcomes
Workshop participants will develop their understanding of international
integrated police/nursing models of practice and education, to more effectively
support police officers, health practitioners and those with public protection
needs coming to police attention. Locally driven collaborations between police
and Robert Gordon University will be examined and new opportunities
investigated. Participants will actively participate in and explore a virtual police
custody suite as a learning tool for police and heath education.
Conclusion
Insights will be made into novel approaches to collaborative police and health
practitioner education and practice.
Impact on practice
Opportunities to advance collaborative police /nursing practice and education lie
in partnership funding, working and training. Interactive activities promote
quality and effective learning outcomes. Therefore, Inter-professional education
and the use of innovative teaching tools can significantly improve outcomes for
those requiring public protection.
References
GLEN, S. and MOULE, P., eds., 2006. e-Learning in Nursing. Basingstoke:
Palgrave Macmillan.
MACARTHUR FOUNDATION, 2009. Law Enforcement Responses to People with
Mental Illness. A Guide to Research-Informed Policy and Practice. Justice Centre.
The Council of State Governments.
Biographies
this interest. He is Chair of the Scottish Heads of Academic Nursing and Allied
Gavin is an e-Learning Adviser at the School of Nursing & Midwifery. His primary
role is to support staff and students using technology in teaching and learning
such as CampusMoodle, ePortfolio, and the Personal Response System. In
addition, he develops interactive online learning materials, supports the use of
audio & video equipment, provides staff development and maintains the school
web site.
Workshop 4
Forum Theatre to resolve conflict between nursing students and their
mentors
Melanie D’Ardis, Karen Shanahan, and Suzanne Barclay, Buckinghamshire New
University, Oxford road, Uxbridge, Middlesex
Background
A common discussion among nursing students involves their relationship with
their mentors while on placement. It is not unusual for challenges and
difficulties to arise, which, if not properly addressed, can impact on the
confidence of the students and mentors alike. Whether these issues are the
result of personality clashes or because of the pressures of the environment –
usually a hospital ward – they need to be addressed effectively to ensure that
the processes of learning and teaching are not detrimentally undermined.
Using Forum Theatre, based on the work of Augusto Boal, our workshop aims to
demonstrate how some of these particular concerns can be explored and
overcome. To this end, the workshop will begin with an introduction to the
theoretical underpinnings of this approach, as well as a brief discussion about
how forum theatre has been applied in other contexts, including educational
settings, prisons and in therapeutic group work. A demonstration of the
technique will follow. A scenario will be performed and the audience will be
invited to participate in the resolution of the problem presented.
Before inviting questions and further discussion, a review of methods of
evaluating the efficacy of this approach to problem-solving and conflict
resolution will be presented.
Learning Outcome
By the end of the workshop, the audience will have an understanding of the
origins of Forum theatre, its applications and the opportunities available therein,
and an awareness of developments in quantitative research methodologies that
underpin much of the evaluation of the work.
References
Boal, Augusto (1992) Games for Actors and Non-actors. London: Routledge
Baillie, L & Gallagher, A (2012) Raising Awareness of Patient Dignity. Nursing
Standard. 27. (5)
Biography
Melanie – The thesis of the Masters degree I completed at Manchester University
was an evaluation of a drama programme I helped to develop, that focussed on
preparing male prisoners for employment after release. I went on to work in
substance misuse services for ten years, with a special interest in Criminal
Justice issues and mental health in addiction. I am currently on a secondment to
complete postgraduate studies in Mental Health Nursing at Buckinghamshire
New University.
Workshop 5
The HEI-R: a potential tool for developing Recovery Focussed Practice in
HEI’s?
G. McIntosh1, M. McCraig2, L. McNay3 and V. Howatson4
1
ENU, 2UWS, 3UWS, 4GCU
The aim of this presentation is to highlight the work of the HEI Scottish User and
Carer Involvement group. The group have been working in partnership with SRN
to develop a tool which could enable Higher Education Institute’s (HEIs) to audit
and develop their practices in terms of promoting a recovery based approach to
mental health education.
This abstract would be linked to the topic of “Workplace” for this conference as it
is proposed that through the development of this tool there would be
opportunities to model best practice and be seen as part of the ‘recovery jigsaw’
that includes universities, service providers, service users, carers, students, and
the wider public.
This paper sets out to propose that Higher Education Institutions (HEIs) need to
audit and further develop their practices in relation to promoting recovery. This
recognises that HEIs are part of the ‘recovery jigsaw’ of promoting recovery
focused practice/services, given that the preparation of student mental health
nurses is a shared responsibility between HEIs and service partners. In practice
within Scotland the Scottish Recovery Indicator 2 (sri2) (Scottish Recovery
Network (SRN), 2012) is being rolled out across NHS services to promote service
development in recovery focused practice as outlined in the Mental Health
Strategy for Scotland (Scottish Government, 2012). We are proposing that a
similar tool be developed for HEIs. Mental Health lecturers need to further
develop/demonstrate what they teach in terms of role-modelling recovery
focused practice and they require systems within HEIs to support this
endeavour.
It is argued that this tool could promote an effective teaching and learning
climate which promotes real opportunities for developing and reinforcing values
based practice by effective role modelling.
This presentation will describe the development of the tool so far and promote
discussion and debate around the reality of using this to develop a recovery
focus to mental health nurse education in Scotland.
References
NHS Education for Scotland (2008) The National Framework for Pre-registration
Mental Health Nursing Programmes in Scotland. Edinburgh: NES
NHS Education for Scotland (2012) The National Framework for Pre-registration
Mental Health Nursing Field Programmes in Scotland. Edinburgh: NES
Scottish Executive (2006) Rights, Relationships and Recovery: The Report of the
National Review of Mental Health Nursing in Scotland. Edinburgh: Scottish
Executive
Scottish Government (2012) Mental Health Strategy for Scotland: 2012-2015.
Edinburgh: Scottish Government
Scottish Recovery Network (2012) SRI 2 available www.sri2.net
Biographies
Gwenne McIntosh, Lecturer, (Mental Health) Edinburgh Napier University.
Marie McCaig, Lecturer, University of the West of Scotland.
Lisa McNay, Lecturer, University of the West of Scotland.
Val Howatson, Lecturer/Pathway Lead (Mental Health) Glasgow Caledonian
University.
The presenters are lecturers in Higher Education Institutions (HEIs) who are
members of a national group who meet to promote the meaningful involvement
of service users and carers in the design and delivery of pre-registration and
post-registration mental health nursing programmes. We also aim to Identify
and disseminate examples of good practice in service user and carer
involvement in education to inform development on a national basis.
Currently the group has been developing a Mental Health Education – Recovery
Indicator Tool (MER-RIT) in partnership with John McCormack from SRN as part
of their on-going commitment to meaningful partnership.
Poster presentations 1-7
Poster 1
First Aid without the Plasters: The student experience of Applied Suicide
Intervention Skills Training (ASIST)
Inga Heyman, Kirsty Blair and Katie Stevenson
School of Nursing and Midwifery, Robert Gordon University
Background
Suicide remains a global public health issue and a major governmental concern.
The World Health Organisation advises that there must be continued investment
in education for frontline professionals and caregivers. Efforts should continue to
focus on increasing the uptake of training among key groups such as GPs, A&E
staff, mental health nurses and substance misuse workers. This direction is
reflected in The Nursing and Midwifery Council Nursing Standards who advise
that:
Mental health nurses must work proactively and positively with
those who are at risk of suicide or self harm and use evidence based
models of suicide intervention and prevention and harm reduction to
minimise risk
Robert Gordon University introduced the ASIST in the stage two BN (Mental
Health) nursing curriculum to support understanding of the complexities of
suicide whilst developing skills to intervene with those considering suicide.
Aim
To make explicit through a phenomenographical study the student experience of
suicide intervention education in the undergraduate curriculum to support
potential expansion across other undergraduate nursing and midwifery fields of
practice.
Method
The students experiences were illuminated through two focus groups. Thematic
analysis illustrates their understandings which are supported with verbatim
accounts will be presented.
Findings
Five dominant themes arose through the students narratives.
1. The emotional impact on students with negative and positive
consequences
2. Workshop structure, facilitation and peer bonding supported positive
learning experiences
3. The bridging of theory to practice was made allowing students to feel
confident to work with those considering suicide
4. The development of class cohesion and trust, positively influencing current
and future learning
5. The desire by students to build on suicide intervention skills throughout
the curriculum with introduction in stage one, intermediate skills in stage
two and advanced learning in stage three
Recommendations
1. To develop ASIST workshops across all stage two Nursing and Midwifery
fields of practice
2. Provide a progressive range of suicide intervention skills based programs
developed across the curriculum.
References
NURSING AND MIDWIFERY COUNCIL, 2010. Standards for Pre-registration Nurse
Education. London: Nursing and Midwifery Council.
THE WORLD HEALTH ORGANISATION, 2012. Public Health Action for the
Prevention of Suicide:A Framework. Geneva: The World Health Organisation.
Biographies
Kirsty Blair has spent the last three years studying mental health nursing at the
Robert Gordon University. During this time I have developed an interest in
forensic mental health through placements in such areas. I also have a particular
interest in challenging the stigma and labelling attached to self-harm.
My name is Katie Stevenson and I am a third year Mental Health Nursing
Student at Robert Gordon University in Aberdeen. Prior to becoming a Student
Nurse at Robert Gordon University I lived in Inverness working as a Support
Worker for Learning Disabilities. I have always worked in the care sector since
the age of 17.
Poster 2
Exploring the impact of carer involvement in mental health nurse
education
Gwenne McIntosh, Edinburgh Napier University
Background
Family carers are often not considered a marginalised group or a group who
would be aligned with groups who experience inequalities. The 2010 Equalities
Act to some extent changed this by including: protecting carers from
discrimination, a “new measure” within the Act (UK Government 2010). Having
worked over the past 6 years to establish more meaningful and visible carer
involvement in mental health nursing education I recognised the apparent
afterthought carers are given both in legislation, policy and research.
Making a difference to carers experience starts with being identified as a family
carer – mental health carers are further “hidden” by the often transient nature of
their caring role and by distress experienced by service users. The Carers
Strategy (Scottish Government 2010) emphasises the role of health care staff in
not only identifying carers but also meeting carers information and support
needs. Increasing the awareness of the role and experiences of carers in nurse
education has the potential to equip nurses of the future to better understand
and identify carers earlier.
Aim
To provide an opportunity to explore and discuss the way in which carers are
involved in nurse education and its impact on student learning.
Method
A small scale study exploring the views and perceptions of mental health student
nurses of service user and carer involvement in teaching and assessment
highlighted the significant impact that family carers of people who experience
mental health distress can have on. It also indicated the value of both hearing
carers’ accounts of interactions with service providers and viewing carers in the
role of educator/assessor.
This presentation will explore the findings of this small scale study and its
potential impact on practice while generating some discussion about meaningful
involvement and its place within higher education. The study also considers the
barriers student nurses face when considering increasing the involvement people
have in mental health services.
References
Scottish Government (2010) Caring Together: The Carers Strategy for Scotland
2010 – 2015. Edinburgh. Scottish Government.
UK Government (2010) The Equality Act 2010. UK. The Stationery Office.
Biography
Gwenne McIntosh MSc, RMN, PgCert TLA. Coming from a background of
community mental health nursing in Scotland Gwenne has had a varied career
working in a variety of settings including the voluntary sector, community and
primary care. Having concentrated primarily on working with families and carers
over a number of years Gwenne is now a Lecturer in Mental Health at Edinburgh
Napier University and is currently the Programme Leader for the mental health
nursing pre-registration programme.
Poster 3
Clinical Supervision for Mental Health Student Nurses on placement
Liz Adams, Sandra Nicoll and Louise Robertson, NHS Grampian
Introduction
A pilot clinical supervision group was offered to 3rd year nursing students to
introduce the concept of clinical supervision early in their careers and to evaluate
any benefits to their clinical practice. The students were on final placements to
various mental health practice locations
Rationale
There are numerous professional support systems available to student nurses
throughout their training, the best known perhaps being that of Mentorship,
which can never be underestimated. However, the benefits of Clinical
supervision towards the maintenance and improvement of patient care has been
well documented in research literature, e.g.. Butterworth et al (1997); Davey et
al (2006) and is recognized by the NMC and RCN as a supportive way to
facilitate learning from experience.
Method
Within NHS Grampian, a pilot clinical supervision group was offered to 3rd year
mental health nursing students to introduce the concept of clinical supervision
early in their careers and to evaluate any benefits to their clinical practice. The
group was facilitated by 2 senior mental health nurses and ran fortnightly over a
4 month period.
Outcomes
The students learned about the concept of Clinical supervision through taking
part in the group and qualitative data identified significant benefits to practice;
e.g. increased ability to reflect, less afraid to challenge practice issues and now
much it easier to discuss worries and concerns with colleagues and peers.
Feedback suggests an increase in self-awareness, which was evident during
some discussions within the group and one student felt that Clinical supervision
should be made available to all nursing students as part of their training. The
authors have always recognized the richness of peer group learning and this
group has confirmed this belief.
Next steps
Future aspirations are underway to create further opportunities for 3rd year
nursing students, given the healthy response by participants.
References
Butterworth et al (1997) 'Clinical supervision and Mentorship - it is good to talk'.
An evaluation study in England and Scotland; University of Manchester; The
School of Nursing, Midwifery and Health Visiting.
Davey et al (2006) 'The practice-policy divide: who has clinical supervision in
nursing? Journal of Research in Nursing 11. (3), p237-248
Biographies
Liz Adams qualified as an RMN in 1992 and has almost 20 years experience
working in various Mental Health settings. Currently work in Liaison Psychiatry,
which provides a comprehensive psychiatric and psychological service to inpatients within a general hospital setting. Successfully completed a B.Sc. (Hons)
in Psychology and Critical Practice in Health and Social Care in 2006 and has
extensive experience in both acute psychiatry and various specialities, including
substance misuse, psychotherapy and psychiatric rehabilitation. Prior to
occupying current post Liz was manager at the Community Rehabilitation Unit at
Polmuir Road. Liz has always found groups to be a rich medium to work within
and completed an experiential training in clinical supervision in 2001 and
subsequently facilitated group clinical supervision for 6 nursing colleagues for a
period of 5 years. Currently supervision input is a bit more ad hoc and is offered
mainly to medical and nursing students.
Sandra Nicoll has worked as a Clinical Nurse Specialist in Child and Family
Mental Health for the last 10 years. Prior to this she was Ward Manager at the
Lowit Unit, a residential assessment Unit for children with emotional, behavioural
and psychological difficulties. Has completed an M.A. (Hons) Psychology in 1992
and being dual trained has completed both RGN and RMN training. Sandra’s
interest in groups has persisted throughout her career and she has a firm belief
in the usefulness of good supervision. Previous experience in facilitating group
supervision includes providing a supervision service for school nurses, teachers
and current colleagues.
Louise Robertson is a registered mental nurse. Louise has spent 20 years in a
variety of roles within mental health clinical settings and has worked for the last
11 years in a broader development role. Louise is currently employed as Practice
Education Facilitator (PEF) within Mental Health Services and provides support,
education and developmental activities for both mentors and students
undertaking pre and post registration education programmes. A key focus of the
PEF role is encouraging the development and maintenance of positive learning
environments where both education and lifelong learning are seen as integral to
clinical practice and ongoing professional development.
Poster 4
Effectiveness of Solution Focused Brief Therapy as an intervention in
real-world clinical practice.
1
Muriel Constable1 and Steve Smith2
NHS Grampian, 2Robert Gordon University
Background
The clinical outcomes of forty-two patients referred to a nurse-led Solution
Focused Brief Therapy (SFBT) clinic were audited.
Method
Data was subjected to t-test analysis to determine significance of clinical
outcomes. Change was measured using the CORE-18 Clinical Outcomes tool.
Results
Results indicate a mean change of 5.4 (p<0.0001) achieved in a mean 4.5
sessions. This suggests that SFBT, delivered as part of a package of treatment,
can be effective in bringing about therapeutic change in a range of conditions.
The implications are discussed in relation to reducing waiting times for
Psychological Services and further targeted research is called for.”
References
Iveson, C. 2002. Solution-focused brief therapy. Advances in Psychiatric
Treatment; 8: 149–157.
Trepper, T. et al. 2006. Steve De Shazer and the future of solution-focused
therapy. Journal of Marital and Family Therapy; 32 (2): 133-139.
Knekt, P. et al. 2011. Quasi-experimental study on the effectiveness of
psychoanalysis, long-term and short-term psychotherapy on psychiatric
symptoms, work ability and functional capacity during a 5-year follow-up.
Journal of Affective Disorders 132: 37–47.
Biographies
Muriel Constable is an experienced Community Psychiatric Nurse, currently
working as part of a Community Mental Health Team in NHS Grampian,
Aberdeen. She undertook training in Solution Focused Brief Therapy in 2007,
completing further study in 2008. She has been running a nurse-led SFBT clinic
for the past three years.
Steve Smith is a Lecturer in Mental Health and an Enterprise Fellow of Robert
Gordon University. His background is in Mental Health Nursing and he has over
twenty-five years clinical experience gained in a variety of settings. Since 2006
he has developed and led the Solution Focused Brief Therapy courses at RGU,
and has delivered these to Health Boards across the country.
Poster 5
Scottish Dementia Clinical Research Network: Involving Patients and the
Public in Dementia Research.
Emma Darling, Justine Hudson, Sarah Gray
Scotland’s National Dementia Strategy (SNDS 2010) highlights the importance of
Patient and Public Involvement (PPI) in developing effective dementia healthcare
in Scotland. To comply with government priorities, the Scottish Dementia Clinical
Research Network (SDCRN) has developed a PPI strategy which further supports
the aims of the PPI Strategy for Topic-Specific Research Networks. (Darling &
Parra 2013).
The aim of our work is to enable patients, carers and the public to become active
partners in research through the implementation of a person-centred approach
to identifying research priorities and utilising valuable personal experiences and
views to direct future dementia research.
Methods
The SDCRN is proud to have spread a culture of PPI throughout all network
activity by implementing various initiatives focusing on collaboration with
patients, carers and the public to develop trusting, meaningful partnerships in
the research process. Examples of which include: The Research Interest
Register, Research Priority Survey, Focus groups, PPI volunteer group, invitation
to speak at SDCRN conferences, leaflet development, literature reviews,
testimonials, members on our advisory board and conference steering group.
Results
509 responses to the survey provided an invaluable resource to identify public
priorities in dementia research (Law et al. 2011). Throughout Scotland we have
133 PPI volunteers keen to participate in varying activities, of which over 90
have participated to date. Testimonials have provided a rich source of feedback
as to the benefit of focus groups.
Conclusion
Our results highlight there is a demand for PPI, and is evidenced by the numbers
involved. Encouraging patient and public involvement in dementia research
throughout Scotland, has allowed people the opportunity to have a ‘Voice’ that
can be listened to and acted upon. It has prioritised the needs of those who’s
lives are affected by dementia on a daily basis, and highlights the major role
they play in the development of dementia healthcare.
Learning objectives
1. To raise awareness among Health Care Professionals of the importance of
Patient and Public Involvement in Dementia Research, to direct future
services.
2. To inform the public of the vital role they play in the development of
dementia health care.
Keywords
Person-centred, partners in research, collaboration.
References
Darling E, Parra M A. Involving Patients and the Public in Research:
Harmonisation of the Scottish Dementia Clinical Research Network’s actions with
Scotland’s National Dementia Strategy. Nurse Researcher. (In press. Scheduled
for July 2013; 20:6).
Law E, Starr J, Connelly P. Dementia Research: What do different public groups
want? A survey by the Scottish Dementia Clinical Research Network. Dementia:
The International Journal of Social Research and Practice. 2011; 12; 1:23-28.
Biography
Emma Darling is a Registered General Nurse since 1996 and completed a BSc
Honours degree in Health Sciences at Aberdeen University in 2006.She has since
worked as a research nurse at Aberdeen University, NHS West Suffolk Hospital
and NHS Grampian. She has worked for the Scottish Dementia Clinical Research
Network for 3 years.
Poster 6
The Impact of Long-Term Psychiatric Medication Use on a Person’s
Spirituality: A Qualitative Inquiry
Lynne Esther Vanderpot, Ph.D. candidate in Practical Theology, University of
Aberdeen
Introduction
In the United States, the treatment of mental illness with psychiatric medications
has increased enormously over the last 25 years. However, to date, there has
been a paucity of published research on the potentially troubling effects of
psychotropic medications on a person’s spiritual resources (Hagen et al., 2010).
Qualitative research may provide practitioners with a way of understanding the
experience of long-term medication use in a way that can effectively inform the
process of care and help to assess the risk/benefit analysis of this treatment
strategy.
Objective
The aim of this study is to explore the impact of long-term psychotropic
medication on the spirituality of persons coping with mental illness. It is
anticipated that a deeper understanding of the experience will serve to inform
accepted treatment practices.
Method
Currently I am working on developing a phenomenological qualitative research
study into the long-term effects of psychiatric medication on a person’s spiritual
life. Data will be collected in the form of semi-structured, in-depth interviews.
Discussion
Patient preferences are an important component of all evidence-based practices
(Gerrish & Lacey, 2010). This study will provide practitioners with new insights
into patient’s subjective experiences of using mental health medications.
Learning outcomes
Learning will be focused on why it is critical to consider the impact of treatment
from the patient’s perspective, in order to improve current standards of care and
maximize health outcomes. In addition, this presentation will consider the small
but growing evidence base which suggests that psychiatric medications may
have a troubling effect on a persons ability to access personal spiritual
resources.
References
Hagen, B., Nixon, B., & Peters, T. (2010). The greater of two evils? How people
with transformative psychotic experiences view psychotropic medications. Ethical
Human Psychology and Psychiatry, 12(1), 44-59.
Gerrish, K., & Lacey, A. (2010). The research process in nursing. Oxford:
Blackwell Publishing.
Biography
Lynne E. Vanderpot received her Masters in psychology counselling in 2012 from
Goddard College in Vermont, U.S. Currently she is a first year Ph.D. student
under the supervision of Professor John Swinton at the University of Aberdeen’s
Centre for Spirituality, Health and Disability. Her research is focused on
exploring the impact of mental health medications on a person’s spiritual life.
Poster 7
The Recovery Rollercoaster
Elizabeth Burns and Hazel Thompson, University of the West of Scotland
Background
This poster was developed by five 2nd year mental health nursing students
studying at Glasgow Caledonian University as part of the learning activities
associated with a 6 week module entitled ‘Restoring Mental Health’. The focus of
the module was around recovery orientated practice and the knowledge, skills
and attributes which underpin this. Service users, carers and experienced
practitioners played a key role in helping students develop a deeper insight and
awareness into the individual experience of recovery. Students presented their
posters at the end of the module. They were viewed and rated by over 120
people, including staff, students, service users and carers and local NHS staff.
This poster received the most votes as the one which showed the best depiction
of recovery and the greatest degree of insight in to the uniqueness of the
recovery journey.
Aim
To visually represent the student’s knowledge, understanding and insight in to
recovery in mental health.
Description of the poster:
The foundations of the “Rollercoaster” are depicted as square building blocks.
These represent the tools of support and strengths to help promote
successes and protect against the lows. They are there to continually build
on, adding to the strengths when new ones are discovered.
The sun shines through the words “Recovery” bringing a bright, optimistic
feeling when people look at it. We had to say something about “forgiving
yourself” if you have had a bad day, for the reason that if we don’t forgive
ourselves we will not be in a position to get back on life’s rollercoaster and
enjoy the journey ahead.
Life is a journey; it may not be a smooth ride, it does have ups and downs,
twists and turns, however it’s still possible to have hopes and dreams, along
with having a positive identity and building a meaningful life wherever your
home may be.
This poster represents individuality and will hopefully explain how those who
need support are central to their own recovery but have support around to
guide them through it.
The poster has now been commissioned by NHS GG&C and is being displayed
across a number of the acute in-patient wards. It is hoped that this poster will
triggers conversations around recovery amongst service users and staff.
Biography
Elizabeth Burns is a third year Mental Health student studying at Glasgow
Caledonian University. I always wanted to be a nurse; however I had six
children at a young age which kept me busy. Five years ago I knew it was the
right time and went to college and completed a HNC in Health Care before
starting my degree. I hope to specialise in In-Patient Elderly/ In-Patient Adult
when I qualify.
Hazel Thompson is a third year Mental Health Nursing student at Glasgow
Caledonian University. I am passionate about recovery in mental health and find
working with older adults with dementia a particularly rewarding and challenging
and hope to specialise in this area when I qualify.
Conference Partners

2nd Scottish - Robert Gordon University

Transcription

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