Psychiatric and Mental Health Nursing The Field of Knowledge

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ISBN: 9780632058457 | 0632058455
Cover: Paperback
Copyright: 1/24/2005

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Psychiatric and Mental Health Nursing: The Field of Knowledge provides an analytical and critical introduction to the current state of knowledge in psychiatric and mental health nursing in the UK. The first section of the book explores current professional, disciplinary and educational contexts. In the second section leading UK authors from diverse academic settings provide case studies of the knowledge and scientific traditions they draw on to inform their practice, understand patient needs, and foster different aspects of nursing practice. In the final section the UK authors comment on each other's accounts. Those chapters and comments are then discussed by leading overseas academics to provide an invaluable international perspective. The final stage is a sociologically-informed analysis which identifies sociopolitical trends in order to make sense of the UK and international views. The editor then assesses the potential for intellectual integration and collective advance in psychiatric and mental health nursing.

Dedication

Epigraph

Foreword

Acknowledgements

xii

Contributors

xiii

Section 1 Background and Stance on the Problem of Knowledge in the Field

(14)

Introduction

(12)

Stephen Tilley

Desmond Ryan

Methodology of the book -- architecture of the text

(2)

The whole field, and nothing but the field?

(1)

The sociology of knowledge model adopted in this book

(4)

Institution

(1)

Discipline

(1)

Tradition

(1)

Influence

(1)

References

(2)

Section 2 Looking Across the Field: Case Studies of Institutionalisation of Knowledge of Psychiatric and Mental Health Nursing

(136)

The Institute of Psychiatry: Nursing within the Health Services Research Department

(15)

Kevin Gournay

Introduction

(2)

Current contributions to psychiatric nursing knowledge

(1)

High quality research

(3)

Research relevant to mental health policy

(1)

Providing assistance to Government in developing policy initiatives

(2)

The development of a critical mass of individuals from a psychiatric nursing background suitably trained in research

(1)

The development, testing and dissemination of innovative programmes of education and training

(1)

Providing input to service developments within local and national services

(1)

Framework for the future development of nursing activities within the Health Services Research Department

(1)

Conclusion

(2)

References

(2)

Fragile Tradition: Institutionalisation of Knowledge of Psychiatric and Mental Health Nursing in the Department of Nursing Studies, the University of Edinburgh

(25)

Stephen Tilley

Introduction

(2)

An emblematic story

(1)

The University of Edinburgh: context for the tradition

(2)

Teaching, supervision and research in the Department

(15)

Teaching

(5)

Supervision

(3)

Research

(7)

Sustaining the fragile tradition

(2)

References

(3)

Nursing Mental Health at the Tavistock

(28)

Peter Griffiths

Vicky Franks

Introduction

(1)

Historical context

(9)

The evolution of nursing at the Tavistock Clinic

(3)

Psychodynamic nursing -- models of practice

(2)

Psychodynamic nursing -- therapeutic communities

(2)

Psychodynamic nursing -- the dissemination of ideas

(2)

The distinguishing features of psychodynamic knowledge in mental health nursing

(4)

A psychodynamic and systemic view of mental health

(1)

Psychodynamic features of mental health nursing

(3)

The role of psychodynamic nursing within the wider field of mental health nursing

(1)

The influence of the institutions in which we work on our role as knowledge producers

(5)

Work across institutional / agency boundaries

(1)

Form an attachment to the work content

(1)

Reflect on self in relation to others

(1)

Teach and learn in applying theory to practice

(1)

Work with competing and complementary paradigms

(1)

Conclusions

(1)

Acknowledgement

(1)

References

(8)

Mental Health Nursing: Principles in Practice

(16)

Alexander McMurdo Carson

Introduction

(1)

Principles in practice

(3)

Mental health nursing: theory

(2)

Mental health nursing: practice

(1)

The production of competence

(4)

The whole story

(2)

Conclusion

(1)

References

(2)

Shaping Pre-Registration Mental Health Nursing Education Through User and Career Involvement in Curriculum Design and Delivery

101

(13)

Susanne Forrest

Hugh Masters

Introduction

101

(1)

Background

101

(1)

Involvement as a knowledge base for pre-registration mental health nursing education

102

(1)

The shift in approach

103

(2)

The impact of `the process of involvement' on professional and personal outcomes

105

(2)

A user- and carer-informed curriculum -- opportunities and contradictions

107

(5)

References

112

(2)

Involving Individuals in Mental Health Nursing Education

114

(15)

Mary Chambers

David Glenister

Carol Kelly

Tessa Parkes

Introduction

114

(1)

Writing, sharing and learning

115

(1)

A return to lecturing

116

(2)

Individualisation

118

(1)

Teaching `us and them'

118

(2)

Living without barriers

120

(2)

Transforming knowledge

122

(1)

Institutions

123

(1)

User / survivor experiences of employment and education

124

(1)

The involvement of users and survivors in the curriculum

125

(1)

Becoming loud and proud -- the transformative potential of experiential knowledge

126

(1)

References

127

(2)

Models of Mental Health Nursing Education: Findings from a Case Study

129

(22)

Ian Norman

Introduction

129

(1)

Background

129

(4)

The specialist--generic debate in mental health nurse education

130

(3)

The study

133

(2)

Research design and methods

133

(1)

Phase 1: Preliminaries

133

(1)

Key informant interviews

133

(1)

Selection of sites

134

(1)

Developing interview schedules

134

(1)

Phase 2: Fieldwork

134

(1)

Phase 3: Analysis and model development

134

(1)

The models

135

(9)

Model 1: The specialist model

138

(1)

Desirable structure of pre-registration training and academic progression

138

(1)

The basis of nurses' knowledge and emphasis of the pre-registration curriculum

138

(1)

Expectations of service users

139

(1)

Shared learning and joint training

139

(1)

Advantages of specialist education and critique of genericism

140

(1)

Model 2: The generic model

141

(1)

Desirable structure of pre-registration training and academic progression

141

(1)

The basis of nurses' knowledge and emphasis of the pre-registration curriculum

141

(1)

Expectations of service users

142

(1)

Shared learning and joint training

143

(1)

Advantages of generic preparation and critique of the specialist model

143

(1)

Variations on the main models

144

(1)

The pragmatic model

144

(1)

The unity-of-nursing model

144

(1)

Relevance of the models five years on

145

(3)

Repackaging UK pre-registration nursing programmes

145

(2)

Common core education across health care occupations

147

(1)

Conclusion

148

(1)

References

149

(2)

Section 3 Analytic and Critical Commentaries and Conclusion

151

(94)

Reflective Commentaries by the Contributors to Section 2: Each Sees the Field from Within the Field

153

(26)

Much in Common: Relationships and Knowledge in the Developing Field

155

(3)

Kevin Gournay

On Readings on the Field

158

(3)

Stephen Tilley

Are All as One Among Many and of Equal Value?

161

(3)

Peter Griffiths

Vicky Franks

Re-searching Practice: A Critical Conversation

164

(4)

Alexander McMurdo Carson

Field of Knowledge: A Critical Commentary

168

(3)

Hugh Masters

Susanne Forrest

Knowledge Camps and Difference: Critical Exploration in the Field

171

(3)

Mary Chambers

Tessa Parkes

A Tale of Two Mental Health Nursing Traditions

174

(5)

Ian Norman

International Perspectives on the State of Knowledge of Psychiatric and Mental Health Nursing in Britain

179

(37)

Conflicting Knowledge/s: User Involvement in the Field of Knowledge

181

(5)

Kathryn Church

Response from a Canadian Perspective

186

(3)

Ruth Gallop

An Australian Perspective on the State of Knowledge of PMHNing in the UK

189

(6)

Mike Hazelton

The Field of Knowledge of Mental Health Nursing: A New Zealand Perspective

195

(8)

Anthony O'Brien

Madeleine Heron

A German Perspective on Paradigmatic Issues in Psychiatric Nursing

203

(9)

Susanne Schoppmann

An American Commentary

212

(4)

Shirley A. Smoyak

Dance of Knowledge, Play of Power: Intellectual Conflict as Symptom of Policy Contradiction in the Field of Nursing Knowledge

216

(19)

Desmond P. Ryan

Introduction

216

(1)

Level 1: power in the field of mental health nursing

217

(3)

Level 2: power over the field -- when mental health knowledge is not nursing knowledge

220

(4)

Level 3: power beyond the field

224

(5)

Conclusion

229

(3)

References

232

(3)

Conclusion: From the Towers to the Piazza

235

(10)

Stephen Tilley

The conversation, the tower and the piazza

238

(6)

References

244

(1)

Index

245

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Psychiatric and Mental Health Nursing The Field of Knowledge

Summary

Author Biography

Table of Contents

Supplemental Materials