On reflection it appears difficult to identify commonalities in what psychiatric nurses do in the many different contexts in which they work. In this workplace at least, nurses appeared to lack a common or possibly a concise language with which to describe what they did as nurses with clients that made a difference.
A key worker system operated in my area where by a key person was associated with each client of the mental health services in the community. Occupational therapists and social workers now fill the roll of keyworker along side nurses in Reflective journals in community psychiatric nursing areas.
Good nursing and innovations did occur but these were largely due to the vision and tenacity of a few respected individuals. There was no universally accepted theoretical or philosophical basis for the care plans.
The progress notes reflected the same difficulty that nurses had in communicating what it was they did as nurses.
The problem being that what was relevant for one team member or nurses in general was irrelevant to others. Even armed with a piece of paper outlining a persons entire life history, effective nursing would be impossible without establishing a relationship.
Many disciplines such as occupational therapy, physical therapy and social work have evolved as a result of health professionals claiming and developing specialised knowledge related to traditional nursing activities Smith, The nurse may have been identified by his or her giving a rapid account of the clients presentation over the last twenty four hours and perhaps appearing a little edgy as she or he would have been mindful of ongoing responsibilities for clients while the meeting was going on.
The question posed reflects a quest for personal meaning in relation to my practice. What I have chosen to omit or include reflects my values, tensions and contradictions in practice at least as much as it serves the purpose of identifying why I have chosen to ask the question "What differentiates the practice of psychiatric nurses from other disciplines?
At that time particularly difficult clients were transferred to other, more secure facilities. A number of reasons were cited by nurses for their lack of enthusiasm for groups.
The key worker role however was fairly homogenous. Multidisciplinary meetings were held regularly to plan care and treatment. Although these clients may be cared for intermittently by nurses when they are admitted with a relapse for treatment in an acute unit.
Some patients would have appointments with these other professionals for a chat, therapy, psychological testing or family meetings. The nursing staff cared for patients twenty four hours a day.
Having had my grounding in medical and surgical nursing I obtained employment in a large, rural psychiatric hospital as a registered nurse. Groups provided a cost-effective way to provide education and experiential learning in coping strategies, as well as having a therapeutic value much more readily gained from participation in a group eg.
Implicit in the role of nurse was the ability to calm, counsel and allay anxiety in the client. I no longer had responsibility for coordinating overall "care" for the client and I worked ordinary working hours.
If ones professional identity became shaky then one could always wear the uniform and medals as a reminder of who you were and what you represented. This has often been good for the client but has done little for the nursing profession.
This provided welcome respite for the remaining patients and nurses who enjoyed the extra space in an otherwise claustrophobic and emotionally charged environment. The nursing care plan which was often synonymous with the treatment plan was in vogue.
An entire multi-disciplinary team consisting of doctors, nurses, psychologists, occupational therapists, social workers and latter Maori health workers were located in the one building. However most health professionals use a problem solving process of assessment, identification of problems, planning, implementation and evaluation in their work.What appeared unique to nursing as workers in the context of this workplace was the provision of a twenty four hour service and the responsibilities entailed in running a psychiatric ward, administering medication, attending to physical care, being accessible to clients and managing the many crises that tended to arise.
Exploring the lived experiences of psychiatric nursing students through self-reflective journals. Authors.
Janet Landeen RN BScN MEd, Corresponding author. the nursing faculty read the students' journals and provided written feedback on a bi-weekly basis Major themes that students wrote about in their journals were identified These. Reflective journals are most often used to record detailed descriptions of certain aspects of an event or thought.
For example, who was there, what was the purpose of the event, what do you think about it, how does it make you feel, etc. Write down everything, even if you don't have a clear idea of how this information will be helpful.
Teaching Critical Thinking Using Reflective Journaling Student Weekly Journal Entry: “I read, reviewed articles, and watched videos until there were no more, all Teaching Critical Thinking Using Reflective Journaling “This week in psychiatric nursing class one of our classmates presented a topic about delirium, dementia, and amnesia.
process recordings, and reflective journals are required for all students. Specific psychiatric patient in the community, psychiatric rehabilitation, use of community resources, management of psychiatric illnesses in an out-patient setting and independent NUR Psychiatric Nursing Practicum.
Self Reflective for Community Nursing As my community nursing course comes to an end, one of the required assignments was to write a self reflection of my growth and feelings towards my experience during clincal.Download