Austyn Snowden

Mental health nurse prescribing: a difficult pill to swallow?

This paper develops an interpretation of the impact of mental health nurse prescribing in the UK. A constructivist-grounded theory methodology was applied to 13 semi-structured interviews with mental health clinicians and service users. The same interpretivist methodology was applied to the literature. Thirty-two practising UK mental health nurse prescribers gave structured feedback on the coherence of the emergent theory. It was found that the theory describes the process of becoming competent in mental health nurse prescribing. This process highlights possible deficits in non-prescribing mental health nurses. It is recommended that if this is corroborated then structured education in medicines management be introduced into pre- and postregistration mental health nursing in UK. The findings of this research offer a framework. That is, the categories emerging within this research translate easily into learning outcomes which can underpin delivery of a consistent medicine management strategy across all levels of nurse education.Accessible summary •  Competent mental health nurse prescribers improve medicine management for their clients. •  Competent prescribers apply the principles of concordance in action. •  Mental health nurse prescribers continue to struggle with the anxiety that prescribing somehow conflicts with the purpose of nursing. Successful prescribers negotiate this. •  Becoming a prescriber generates greater understanding of medicines. This is to be expected, but on reflection this increased understanding revealed previously unknown levels of incompetence. Abstract This paper develops an interpretation of the impact of mental health nurse prescribing in the UK. A constructivist-grounded theory methodology was applied to 13 semi-structured interviews with mental health clinicians and service users. The same interpretivist methodology was applied to the literature. Thirty-two practising UK mental health nurse prescribers gave structured feedback on the coherence of the emergent theory. It was found that the theory describes the process of becoming competent in mental health nurse prescribing. This process highlights possible deficits in non-prescribing mental health nurses. It is recommended that if this is corroborated then structured education in medicines management be introduced into pre- and postregistration mental health nursing in UK. The findings of this research offer a framework. That is, the categories emerging within this research translate easily into learning outcomes which can underpin delivery of a consistent medicine management strategy across all levels of nurse education.

Integrating Medicines Management Into Mental Health Nursing in UK

There is increasing concern that mental health nurses in UK are inadequately trained in medicines management. Recommended solutions entail proposals for further training to improve safety for service users. Although fundamentally important, these organizational approaches lack a conceptual framework to explain how individual practitioners develop competence in medicines management. This is important because applying knowledge of how individuals learn makes strategic interventions more effective. This article presents empirical evidence of how individual mental health nurse prescribers develop competence in prescribing within the context of the therapeutic relationship. It is proposed that these findings can then be extended to inform medicines management training relevant to all mental health nurses, whether prescribers or not.

Concurrent analysis: validation of the domains within the Birth Satisfaction Scale

Background and aim: Measuring women’s satisfaction with their birth experience has been problematic. Recently, an attempt has been made to capture birth satisfaction’s generalised meaning and incorporate it into an evidenced-based tool. Standard procedures for validation have limitations. Qualitative techniques such as domain analysis offer an alternative and assist in better understanding the importance of each item. This article examines the parsimony of the Birth Satisfaction Scale (BSS), which is a 30-item questionnaire designed to measure satisfaction with childbirth, with women’s actual experience of childbirth. Methods: Primary free text data collected from 207 women who originally tested the BSS was concurrently analysed with first-hand accounts of birth satisfaction collected from 19 qualitative papers. Results: The domain analysis confirmed three explanatory items within the BSS: ‘being in control’, ‘things going as planned’, and ‘being supported’. Conclusions: The BSS accounts for all the analysed data, suggesting it is a robust measure of satisfaction in childbirth. Strengths and limitations of the method are discussed, as are implications for practice. With further development, the instrument could be used to establish correlates with other psychometric measures, i.e. self-efficacy, anxiety, depression, locus of control and bonding; and evaluate models or care systems as a standalone instrument, or as a screening test prior to detailed qualitative work.

Concurrent analysis: towards generalisable qualitative research.

AIMS AND OBJECTIVES This study develops an original method of qualitative analysis coherent with its interpretivist principles. The objective is to increase the likelihood of achieving generalisability and so improve the chance of the findings being translated into practice. BACKGROUND Good qualitative research depends on coherent analysis of different types of data. The limitations of existing methodologies are first discussed to justify the need for a novel approach. To illustrate this approach, primary evidence is presented using the new methodology. The primary evidence consists of a constructivist grounded theory of how mental health nurses with prescribing authority integrate prescribing into practice. This theory is built concurrently from interviews, reflective accounts and case study data from the literature. DESIGN Concurrent analysis. METHOD Ten research articles and 13 semi-structured interviews were sampled purposively and then theoretically and analysed concurrently using constructivist grounded theory. RESULTS A theory of the process of becoming competent in mental health nurse prescribing was generated through this process. This theory was validated by 32 practising mental health nurse prescribers as an accurate representation of their experience. CONCLUSIONS The methodology generated a coherent and generalisable theory. It is therefore claimed that concurrent analysis engenders consistent and iterative treatment of different sources of qualitative data in a manageable manner. This process supports facilitation of the highest standard of qualitative research. RELEVANCE TO CLINICAL PRACTICE Concurrent analysis removes the artificial delineation of relevant literature from other forms of constructed data. This gives researchers clear direction to treat qualitative data consistently raising the chances of generalisability of the findings. Raising the generalisability of qualitative research will increase its chances of informing clinical practice.

Quantitative analysis of mental health nurse prescribers in Scotland

The UK parliament approved legislation expanding prescribing rights for all registered nurses in 2006. Mental health nurses do not appear to be embracing prescribing to the same degree as their colleagues. For example, mental health nurses represent 14% of the UK nursing population, but only 3% nurse prescribing population. In order to explore this disparity, the paper discusses quantitative analysis of the following objectives: (1) describe the impact of nurse prescribing on nurse prescribers in NHS Greater Glasgow and Clyde; and (2) identify differences between mental health nurse prescribers and other nurse prescribers in NHS Greater Glasgow and Clyde. Following online pilot study, a 26-item questionnaire was posted to 668 nurse prescribers in NHS Greater Glasgow and Clyde. A total of 365 questionnaires were returned (55.4%). Significant differences were found between mental health nurse prescribers and others in terms of age, gender, prescribing practice, academic achievement, method of prescribing, workplace, experience and attitude to prescribing. Possible reasons for these differences are suggested and form the basis of further planned research.

Concurrent analysis: a pragmatic justification

Concurrent analysis (CA) is a process of synthesizing conceptually equivalent data for the purpose of producing a coherent and predictive model in social science. The process of CA is detailed. In short, CA uses Thagards concept of coherence as a method of explicating links between mental representations. The product is a wide analysis of all pertinent data. This paper provides a philosophical justification for the need and function of CA. The paper is divided into three sections. The first section reviews some problems with the metasynthetic literature. The purpose of this is that CA can be initially understood as a branch of this type of synthesis. The second section links Risjords post-paradigmatic position to Rortys version of pragmatism in order to show the importance of the concept of coherence to these views. The reason for linking these issues is that CA is grounded in rejection of ontological priority. Instead it prioritises a pragmatic conception of coherence. The final section details the mechanics of CA. Concurrent analysis is presented as the most coherent method of synthesizing certain types of narrative evidence if pragmatism is prioritized over ontology. Examples are given from published studies using CA to illustrate the detail of the analysis and the practical value of the product. The examples show that CA appears useful under certain circumstances. These circumstances will be specified, and strengths and weaknesses of the method will be discussed.

Do emotional intelligence and previous caring experience influence student nurse performance? A comparative analysis

BACKGROUND Reports of poor nursing care have focused attention on values based selection of candidates onto nursing programmes. Values based selection lacks clarity and valid measures. Previous caring experience might lead to better care. Emotional intelligence (EI) might be associated with performance, is conceptualised and measurable. OBJECTIVES To examine the impact of 1) previous caring experience, 2) emotional intelligence 3) social connection scores on performance and retention in a cohort of first year nursing and midwifery students in Scotland. DESIGN A longitudinal, quasi experimental design. SETTING Adult and mental health nursing, and midwifery programmes in a Scottish University. METHODS Adult, mental health and midwifery students (n=598) completed the Trait Emotional Intelligence Questionnaire-short form and Schuttes Emotional Intelligence Scale on entry to their programmes at a Scottish University, alongside demographic and previous caring experience data. Social connection was calculated from a subset of questions identified within the TEIQue-SF in a prior factor and Rasch analysis. Student performance was calculated as the mean mark across the year. Withdrawal data were gathered. RESULTS 598 students completed baseline measures. 315 students declared previous caring experience, 277 not. An independent-samples t-test identified that those without previous caring experience scored higher on performance (57.33±11.38) than those with previous caring experience (54.87±11.19), a statistically significant difference of 2.47 (95% CI, 0.54 to 4.38), t(533)=2.52, p=.012. Emotional intelligence scores were not associated with performance. Social connection scores for those withdrawing (mean rank=249) and those remaining (mean rank=304.75) were statistically significantly different, U=15,300, z=-2.61, p

Improving the care of cancer patients: holistic needs assessment

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International Study of Chaplains’ Attitudes About Research

lt;0.009. CONCLUSIONS Previous caring experience led to worse performance in this cohort. Emotional intelligence was not a useful indicator of performance. Lower scores on the social connection factor were associated with withdrawal from the course.

Ethics and originality in doctoral research in the UK.

This discussion paper presents a review of holistic needs assessments (HNAs) in the care of patients with cancer. HNAs entail a structured review of patient needs as articulated by the patient. This discussion then leads to a care plan grounded in issues pertinent to that patient. Despite policy guidance advocating its use, there are barriers to overcome in order to integrate HNAs into routine care. This article discusses what role communication skills and clinician confidence may have on the use of HNAs in practice, and suggests a strategy to support HNAs becoming the norm.