Kathleen Wheeler

Critical analysis of the current treatment guidelines for complex PTSD in adults

According to current treatment guidelines for Complex PTSD (cPTSD), psychotherapy for adults with cPTSD should start with a “stabilization phase.” This phase, focusing on teaching self‐regulation strategies, was designed to ensure that an individual would be better able to tolerate trauma‐focused treatment. The purpose of this paper is to critically evaluate the research underlying these treatment guidelines for cPTSD, and to specifically address the question as to whether a phase‐based approach is needed. As reviewed in this paper, the research supporting the need for phase‐based treatment for individuals with cPTSD is methodologically limited. Further, there is no rigorous research to support the views that: (1) a phase‐based approach is necessary for positive treatment outcomes for adults with cPTSD, (2) front‐line trauma‐focused treatments have unacceptable risks or that adults with cPTSD do not respond to them, and (3) adults with cPTSD profit significantly more from trauma‐focused treatments when preceded by a stabilization phase. The current treatment guidelines for cPTSD may therefore be too conservative, risking that patients are denied or delayed in receiving conventional evidence‐based treatments from which they might profit.

Development of Psychiatric–Mental Health Nurse Practitioner Competencies: Opportunities for the 21st Century:

The purpose of this article is to discuss the development of the psychiatric–mental health nurse practitioner(PMHNP) competencies. The historical context and controversy regarding the role of advanced practice psychiatric mental health nursing as well as the consensus process of a national panel charged with the development of these competencies are described. Also, implications for education, practice, research, and policy are examined. The PMHNP competencies is a seminal document that will provide direction for the future of advanced practice psychiatric–mental health nursing.

Review and synthesis of selected nursing studies on teaching empathy and implications for nursing research and education

The mandate by caring theorists to integrate caring into nursing curricula could be accomplished without major curricula change. The integration of empathy training, with special emphasis on expanding ones awareness of self as well as others, espouses a pedagogical approach to caring. The continuing effort of nurse researchers and educators to clarify how to best teach empathy and to integrate heuristic methods into nursing education and practice settings is imperative to the essence of nursing--caring.

Challenges and Realities of Teaching Psychotherapy: A Survey of Psychiatric‐Mental Health Nursing Graduate Programs

PURPOSE This study was conducted in order to determine what and how psychotherapy content is taught in graduate psychiatric nursing programs in the United States. DESIGN AND METHODS This survey was conducted of 120 psychiatric-mental health nursing graduate programs in the United States in order to determine what and how psychotherapy content is taught in these programs. FINDINGS The results of this survey revealed a diversity of programs with a plurality of psychotherapy approaches and models taught. Implications for education, research, and practice are delineated. PRACTICE IMPLICATIONS Results provide evidence that further clarity, consensus, and curriculum guidelines are needed for teaching psychotherapy in psychiatric graduate nursing programs.

A Relationship-Based Model for Psychiatric Nursing Practice

PURPOSE This article synthesizes research and theory in information processing, infant development, attachment theory, and trauma, and proposes a treatment framework for psychiatric nursing practice. CONCLUSIONS The primacy of the nurse--patient relationship is central to healing, and elements of the psychotherapeutic relationship are delineated. PRACTICE IMPLICATIONS This model has the potential to serve as a practice framework for psychiatric nursing, for all levels of psychiatric nursing practice.

Strategies for teaching research: A survey of baccalaureate programs

The purpose of this study was to survey educators in National League for Nursing-accredited baccalaureate programs regarding placement and teaching strategies for nursing research and assignments used to integrate research throughout the curriculum. The 25-item survey instrument was sent to 100 randomly selected deans and directors of schools, 67 of whom responded. Demographic and descriptive data are reported. Assignments specific for theory and clinical courses are tabulated. Although a number of variables, such as size of school, region, education of faculty, and presence of a graduate program were analyzed, no significant correlations were found.

A Call for Trauma Competencies in Nursing Education

Editor Note: It is with great pleasure that I welcome Dr. Kathleen Wheeler as the guest editor for this special JAPNA issue on trauma. Kate is a nursing expert on psychotherapy and trauma-informed care models. She is a member of the JAPNA editorial board, and this issue of the journal reflects her passion for and commitment to management of trauma in all populations where nurses provide care. Welcome to Kate!