Biomedical subjects

John Gass

Publications and source records attributed to John Gass.

4 recordsLinked to original sources

PubMed2006

An examination of the scope and purpose of education in mental health nursing.

This study examined the education of mental health nurses by surveying all qualified mental health nurses working within one National Health Service region in Scotland. Using an adaptation of a previously used instrument, 488 questionnaires were distributed producing a response rate of 194 (39.75%). The study's themes - initial preparation, professional development and future practice - reveal findings of interest, particularly the axis of RMN (pre-1992 education) and RMN (Project 2000 education). In terms of initial preparation, clear differences between groups were found. Pre-1992 RMNs' report on educational experience majoring on practical skills contrasts sharply with Project 2000 respondents who, in spite of a course philosophy of reflective practice, emphasised an apparent lack of practical skills for practice. For professional development, both groups valued flexible approaches via journal reading, teaching, networking and participating in clinical supervision. In terms of educational provision, short course provision with an emphasis on short, flexible course provision (e.g., in-service study days), practice education and closer (and flexible) links between higher education and the practice area were highlighted as the most important ways to prepare for future practice.

Adult↗

PubMed2006

Electroconvulsive therapy and the work of mental health nurses: a grounded theory study.

BACKGROUND: There is a long history of nursing practice in the area of electroconvulsive therapy (ECT). Opinions on the involvement of nurses in this treatment reflect the wider debate on its use in the professional and popular media. There is extensive literature on the issues raised by this particular treatment but little research into what nurses actually do when working with patients receiving ECT. OBJECTIVES: The research question was: How do mental health nurses work with patients having electroconvulsive therapy? DESIGN: This was a Grounded Theory adopting a 'hybrid' approach to the methodology influenced by the differing perspectives of both co-originators, Glaser and Strauss. SETTINGS: The research took place in wards and ECT departments in two hospitals in Scotland. PARTICIPANTS: Twenty-four mental health nurses, including 4 students working in National Health Service hospitals in Scotland were accessed through purposive, then theoretical sampling. This included non-participant observation of nurses in their work with patients throughout the treatment period and unstructured interviews. METHODS: Analysis was based upon the constant comparative approach with open coding of data that was examined and compared for similarities and differences. This determined further data collection and theoretical development with regard to their properties and relationships to other codes until the point of saturation. RESULTS: Nurses' actions in ECT characteristically involve two role groups: relational roles and treatment roles and two dilemmas: uncertain role and uncertain relationships. The core category 'being there' comprising 'engaged', 'present' and 'detached' accounts for nurses' actions in the ECT drama, approaches to difficulties encountered, and, paradoxically, how such actions contributes to this. Slipping is postulated as the basic social psychological process enabling nurses to manage their contact with the patient.

Electroconvulsive Therapy↗

PubMed2004

Modularisation - flexible or restrictive professional education.

In response to the Dearing Report [Higher education in the learning society. Report of the National Committee of Inquiry into Higher Education. HMSO, London, 1997] modularising courses has been a major activity in schools of nursing and midwifery. This should make it easier for students to transfer between courses, university to university with credit for academic achievement. In respect of mental health nursing students the effect upon opportunities for personal and professional development is considered. The paper questions whether a modular framework of learning experiences meaningfully prepares students for their future as mental health nurses. The continued use of an adapted [A. Beattie, in: P. Allan, M. Jolley (Eds.), The Curriculum in Nurse Education, Croom Helm, London, 1997] fourfold curriculum model in working with students is contrasted with the process of modularisation. Challenges that have arisen for mental health nursing lecturers to continue with this are discussed.

Curriculum↗

PubMedDate not supplied

Evaluation of a clinical leadership initiative.

AIM: To evaluate a clinical leadership initiative in mental health and care of older people settings. METHOD: Clinical leaders (n=15), clinical nurse managers (n=6), and mentors (n=4) involved in the initiative received three questionnaires assessing perceived change, occupational stress and burnout. A nurse, a support worker and a doctor or therapist with whom the clinical leaders worked, each received the perceived change questionnaire (n=45). A comparative group of senior nurses (n=6) who were not part of the initiative received all three questionnaires. A comparative group of clinical nurse managers (n=3) not involved in the initiative received the perceived change questionnaire. RESULTS: Major improvements in direct care management, communication processes, decision-making, clinical nursing care, reporting and evaluation practices, and support strategies and processes at ward level were indicated. The evaluation also identified evidence of stress, potential burnout and job dissatisfaction. CONCLUSION: A customised design was negotiated between the evaluators and the NHS trust, and recommendations were made for wider introduction of the initiative, with enhanced planning, an integrated evaluation process and a systematic approach to job redesign.

Attitude of Health Personnel↗