This study explores the effect of classroom theory and contact with mentally ill patients on the attitudes of student nurses. The independent variables were (a) pre-class stage, (b) post-class stage, and (c) post-clinical placement stage. A total of 72 students took part in the study. While there were two significant changes in responses to specific attitudes at the post-class stage, there were three significant changes in responses to specific attitudes at the post-clinical stage on patients' characteristics. However, when responses to all attitudes pertaining towards patients' characteristics were grouped, there was no overall significant change at the post-clinical experience stage. Also, for attitudes towards patients' treatment, there were significant changes in responses to two specific attitudes at the post-class stage and to three specific attitudes at the post-clinical experience stage. Furthermore, the highly significant positive change in attitudes towards patients' treatment in the post-class stage remained highly significant at the post-clinical experience stage. This confirms that classroom theory, prior to clinical experience, can effect students' attitudes towards patients treatment. In addition, students' evaluative comments, while being critical of some aspects of their clinical placements, did not necessarily affect their attitudes towards the characteristics or treatment of the mentally ill.
This chapter contains section titled: A person's response to crisis The biological response to stressors Coping abilities as buffers against stressors Cognitive and emotional responses as buffers against stressors Social support as a buffer against stressors Positive attitude as a buffer against stressors Individual differences as buffers against stressors The person's behavioural response to crisis Help seeking Behaviour-Contact with the caring services Stressor resolved Stressor Unresolved-Crisis Summary
This chapter contains section titled: A medical Response-Medications A therapeutic Response-Additional notes A therapeutic Response-The assessment A therapeutic Response-Problem management A therapeutic Response-Challenging negative cognitions A caring and therapeutic response to Self-Harm Summary
This article explores the proportion of work time psychiatric nurses spend in potentially psychotherapeutic one-to-one communication with patients. Twenty staff nurses from three acute admission wards in a psychiatric hospital in Northern Ireland were observed. The time spent in a selection of routine activities was recorded using a specially developed observation system Nurses' Daily Activity Recording System (NURDARS). The main findings were: (i) less than half of the working day (42.7%) was spent in patient contact, and (ii) the proportion of work time which was devoted to potentially psychotherapeutic interaction with patients was very small (6.75%). The implications and limitations of the study are discussed and suggestions are made for the management and practice of psychiatric nursing, for the education of psychiatric nurses, and for further research.
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