PubMed Health⌕ Search

Biomedical subjects

T Butterworth

Publications and source records attributed to T Butterworth.

At least 19 recordsLinked to original sources
PubMed1995

The current status and future challenges of psychiatric/mental health nursing.

To obtain a global picture of the current status of nursing education and nursing practice in the mental health/psychiatric field, the International Council of Nurses (ICN) sent a questionnaire to 23 of its 101 member associations. The basis for the selection was to obtain information from a broad spectrum of different associations, e.g. state of development--economic and political, language, and geographical region. Of these, 16 (or 69%) returned completed questionnaires, often accompanied by extensive supporting documentation. In addition, four nurses' associations in Africa completed the questionnaire during staff field visits in that region. This paper makes reference to the responses received to the questionnaire and some verbatim quotes are included.

Deinstitutionalization↗
PubMed1995

Working in partnership with people who use services; reaffirming the foundations of practice for Mental Health Nursing.

This paper reports on work produced by a Government Review of Mental Health Nursing in England conducted in 1993/4. The Review reported to the British Government in January 1994 and offered 42 recommendations for their consideration. At the heart of the Review Report was a determination that patients, carers and all people who use services should be engaged in a new partnership with nurses in the delivery of care. Within the 42 recommendations there are a number which relate particularly to developing this partnership. This paper discusses these recommendations and the issues which surround them.

Civil Rights↗
PubMed1995

The time commitment of the community nursing services to Project 2000.

As part of an English National Board funded research study, the authors sent questionnaires to 2500 individuals with community nursing qualifications. The survey was complemented by a series of interviews with community nurse managers. Data indicated that community nurses were spending very considerable amounts of time with students. The number of placements provided per year varied considerably from one respondent to another, as did the average duration of a placement. Community nurses were providing community experience for a variety of types of nursing students, as well as students of other professions, and the time commitment involved placed them under considerable strain. The authors conclude that there is a need to recognise the time given by community nurses to work with students, and the resource implications of this commitment.

Clinical Competence↗
PubMed1995

Grief support in accident and emergency nursing: a literature review 1985-1993.

On completing a wide ranging review of literature related to Accident and Emergency (A & E) nursing, the authors chose to focus upon grief support. The literature ranges from personal experiences to large scale research. A table of studies is included to clarify major research findings in this area. The article concludes by recommending long term support for bereaved relatives and research to demonstrate the value of support for relatives in the community.

Emergency Nursing↗
PubMed1995

Clinical support and the Project 2000 nursing student: factors influencing this process.

This paper reports on research commissioned by the English National Board for Nursing, Midwifery and Health Visiting into mentorship and clinical support arrangements for Project 2000 nursing students in the adult and mental health branches. Interviews and observation data were gathered from staff and students in three of the demonstration centres. Findings showed that the terms 'mentorship', 'assessor' and 'supervisor' were used interchangeably and covered diverse roles in both clinical and community settings. Generally there was an impression that staff were willing to help students learn from their experience but felt unprepared for the 'new nursing students'. Several factors emerged which seemed either to promote satisfactory experiences for students or inhibit their learning and enjoyment of the placement. These are discussed under the themes 'supernumerary status', 'team spirit', 'theory and practice', 'diploma level practice' and 'organization of nursing teams'.

Education, Nursing↗
PubMed1995

The implementation of Project 2000 in the community: a new perspective on the community nurse's role.

This paper considers some of the initiatives taken by community nurses in England in implementing Project 2000 placements. The data were obtained during an English National Board funded study in two phases. The first phase involved a series of exploratory interviews, a postal questionnaire survey, and semi-structured interviews with 15 managers. In phase two, one Project 2000 demonstration district was studied in depth by means of interviews complemented by small-scale questionnaire studies. Community nurses had confronted a number of difficulties in implementing Project 2000. Among the most serious of these were shortage of time, poor communication with the colleges of nursing and lack of preparation. As a consequence, community nurses took what they saw as independent approaches to students' placements. Many set their own aims and objectives for placements and produced written guidelines and teaching plans for students. Many also asserted the importance of their role in the assessment of students' practical work.

Attitude of Health Personnel↗
PubMed1995

Identifying the characteristics of optimum practice: findings from a survey of practice experts in nursing, midwifery and health visiting.

In a questionnaire survey in England of 1221 practising nurses, midwives and health visitors, 18 key characteristics of optimum practice, made up from 77 sub-item categories, were identified by respondents. Five open-ended questions asked respondents to consider various aspects of optimum practice and to comment on factors which encouraged those in practice to deliver care of the highest quality. Consensus of view was obtained through a Delphi approach. The researchers offer commentary on the implications of this research for commissioners, providers and the professions and suggest action for those concerned with the provision of health care.

Adult↗
PubMed1994

Working in partnership: a collaborative approach to care. The review of mental health nursing.

The first major review of psychiatric mental health nursing in England since 1968 is now complete. The review was announced in 1992 by the Department of Health, at the Royal College of Nursing Annual Congress. A steering group was convened to conduct a review and its report was published in 1994. At the outset, the multidisciplinary group aimed to identify requirements for skilled nursing responsive to patient need, into the next century. The chairman of the review summarizes in this paper the main issues that characterize its findings. The 42 recommendations are abstracted at the end of this paper, by subject headings from the published report.

Clinical Competence↗
PubMed1992

The emerging role of the nurse teacher in Project 2000 programmes in England: a literature review.

This paper explores the literature on the role of the nurse teacher in the United Kingdom, in order to support a research study on the role of the nurse teacher as it emerges in Project 2000 programmes in England. Explicit within the reform of nurse education is a change in the role of the teacher. It is being influenced, first, by the creation of colleges of nursing and midwifery and their links to higher education, secondly, by the content and academic level of the course and, thirdly, by the supernumerary status of the student. Studies carried out on the activities nurse teachers undertake highlight the complex and multifaceted nature of the role. Excessive paper work, meetings and lack of autonomy are given as dissatisfying aspects of their work leaving only a small proportion of their time for classroom and clinical teaching. The literature suggests that the nurse teacher is required in Project 2000 to be a nurse, a teacher, a graduate in a specialist subject and clinically and academically credible. The study, which is mentioned briefly in this paper, will critically analyse the key components of the role of the nurse teacher as it emerges in the Project 2000 courses in England. The methodology and findings will be discussed in a later paper.

Counseling↗
PubMed1991

Generating research in mental health nursing.

This paper explores a number of areas for research development in mental health nursing in the United Kingdom. Several potential areas are identified: historical research, policy related research, the role of mental health nurse as a provider of a therapeutic milieu, as therapist and as teacher. Academic centres are identified in mental health nursing research and a plea is made for the preservation of valuable archive data being lost as mental hospitals are closed. Nurse leaders in mental health nursing are encouraged to make particular provision for research activity.

Humans↗
PubMed1988

Political awareness.

Explore the source record for details and available documents.

Community Health Nursing↗
PubMed1983

Preventing school vandalism and improving discipline: a three-year study.

Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3-year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p less than .05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p less than .05), and rates of off-task behavior by students decreased significantly (p less than .05) following treatment. The staff development model used in this study appeared to be both feasible and economical.

Adolescent↗
PubMed1982

Leukonychia partialis. A phase of leukonychia totalis.

Accumulated evidence indicates that leukonychia striata and leukonychia totalis are distinct entities transmitted by automonal dominant gene. Much less secure is the status of leukonychia partialis in which the nail is white proximally and pink near its free edge. Leukonychia totalis and leukonychia partialis have occurred in different members of the same family and on different digits of an individual simultaneously, and either has presented as the clinical manifestation in an individual at different times. The two conditions are probably expressions of the same genetic defect. Historically, the term leukonychia totalis has priority over leukonychia partialis and the former form should be used, with the latter considered a variation of it.

Color↗
PubMed1971

Dermatologic disorders in institutionalized mental defectives.

Skin diseases among the retarded fall into four categories--common dermatoses, behavioral disorders, iatrogenic manifestations produced by drug therapy and a group of congenital, hereditary and unexplained cases. The last three classifications are briefly reviewed in the following article.

Adenoma↗