Potential for violence toward psychiatric nursing students: risk reduction techniques

1. Nursing students could be vulnerable targets of violence in their psychiatric nursing clinical rotations by virtue of their predominant gender, and meek, insecure attitudes. 2. Nurses are taught to put the patients' needs first and students may blame themselves or minimize situations where they have been threatened or assaulted by a patient. Priority consideration must also be given to our own safety and that of our students, given the risk for occupational injury in the nursing workplace. 3. Affiliating agencies may restrict disabled students from patient care areas. Allowing a disabled student to participate in a clinical rotation on a psychiatric unit could put staff at unnecessary risk of violence if called on to protect the vulnerable student.     

Philosophical basis and practice of self-awareness in psychiatric nursing

1. Reflection on one's reasoning and judgments to become cognizant of what is in the unconscious mind, not what should be there according to a belief system, theory, or teachings, is necessary for the development of self-awareness. 2. The process of self-awareness compels nurses to examine their own value positions so these biases and prejudices are not projected onto others, and so nurses do not reject others who do not share similar values. 3. Seeking answers to the questions generated through self-awareness can make interpersonal work with clients dynamic, living experiences, which can bring a sense of satisfaction and meaning to nurses' work.     

A process-oriented approach. Selecting a nursing model for psychiatric nursing.

The nursing literature is replete with articles and books that describe nursing conceptual frameworks and models and encourage their use in clinical, education, and research activities. Although much information exists on the content of nursing models, less has been written about how a model is to be chosen and the process that may facilitate the choice of a model. This article reviews potential benefits and limitations of nursing models and conceptual frameworks and describes a three-phase process for selecting a model for psychiatric nursing practice.     

Mental health disaster response: nursing interventions across the life span

In the aftermath of a natural disaster, adult survivors often move through the following phases of disaster response: Heroic Phase, Honeymoon Phase, Disillusionment Phase, and Reconstruction Phase. Understanding age-related responses to traumatic events such as a tornado enables mental health clinicians to individualize appropriate interventions and prevent or diminish emotional sequelae such as post-traumatic stress disorders. Psychiatric-mental health nurses are encouraged to attend local Red Cross disaster training to be prepared should the need arise for mobilization of mental health disaster response teams in your community.     

Mental disorders among non-elderly nursing home residents

Many Medicaid beneficiaries aged 22 to 64 with serious mental illness may be admitted to nursing facilities rather than psychiatric facilities as a result of Medicaid policies prohibiting coverage of inpatient psychiatric care in institutions of mental disease while requiring states to cover nursing facility care. Using nationwide Medicaid Analytic Extract claims from 2002, we found that nearly 16% of nursing home residents aged 22 to 64 had a diagnosed mental disorder, while 45.5% received antipsychotic medication, but these rates varied widely across states. Further research is necessary to determine whether, among the nation's youngest nursing home residents, care in nursing homes is potentially substituting for care in institutions for mental disease or community-based settings.     

Girl Scouts Beyond Bars: a unique opportunity for forensic psychiatric nursing.

The interplay of victim and perpetrator roles experienced between daughters and their mothers provides for intricately complex interactions within a family and the community. Unique opportunities exist for forensic psychiatric nurses to articulate their nursing roles against health promotion and illness prevention programs for incarcerated women and their families. Participation in community-based projects allows forensic psychiatric nurses to observe and respond to the total environment of offenders and their families.     

The use of animal-assisted therapy in psychiatric nursing: the story of Timmy and Buddy

A therapy session gone wrong and a therapy dog in training having a bad day combined to remind those of us who work daily with people who have chronic, severe mental illnesses that our idea of what is successful is not always true. This is the story of how a tiny dog acting in a nontherapeutic way helped a young man learn how to get along better with other human beings, as well as how a nurse who thought she knew better learned a lesson about conflict resolution in human-animal relationships.     

Recruitment & retention. A successful model in forensic psychiatric nursing

1. The recruitment and retention of forensic psychiatric nurses in this highly competitive environment has been identified as a critical issue. 2. In response to the need to expand services, the development, implementation, and evaluation of an innovative model that has demonstrated success in the recruitment and retention of nurses for this highly specialized area of practice are described. 3. The successful recruitment and retention of forensic psychiatric nurses may be facilitated by developing and implementing strategies that integrate the goals and objectives of the organization with the needs of individual nurses.     

Mental Disabilities in an Aboriginal Context

Aboriginal (meaning original peoples) North American mental health is acknowledged to be in a more precarious state than that of the dominant cultures. Disability arises from the conditions of poverty, homelessness, and lack of resources that are compounded for North American aboriginal people by the historical trauma of conquest, being placed on reservations, residential schools, and continued discrimination. We present culturally sensitive and syntonic intervention programs that can reduce the impact of Aboriginal mental disabilities and discuss the commonality among these programs of celebrating culture, language, and tradition.