Mari Lahti

Effectiveness of Social Media Interventions for People With Schizophrenia: A Systematic Review and Meta-Analysis

Background Recent studies have shown that people with serious mental disorders spend time online for the purposes of disclosure, information gathering, or gaming. However, coherent information on the effects of social media on treatment for people with schizophrenia is still lacking. Objective Our aim was to determine the effects of social media interventions for supporting mental health and well-being among people with schizophrenia. Methods A systematic review and meta-analysis were undertaken to determine the effects of social media interventions for supporting mental health and well-being among people with schizophrenia. Ten databases were searched, while search parameters included English-only manuscripts published prior to June 25, 2015. Study appraisals were made independently by 2 reviewers, and qualitative and quantitative syntheses of data were conducted. Results Out of 1043 identified records, only two randomized studies of moderate quality (three records, total N=331, duration 12 months) met the inclusion criteria. Participants were people with schizophrenia spectrum or an affective disorder. Social media was used as part of Web-based psychoeducation, or as online peer support (listserv and bulletin board). Outcome measures included perceived stress, social support, and disease-related distress. At 3 months, participants with schizophrenia in the intervention group reported lower perceived stress levels ( P=.04) and showed a trend for a higher perceived level of social support ( P=.06). However, those who reported more positive experiences with the peer support group also reported higher levels of psychological distress ( P=.01). Conclusions Despite using comprehensive searches from 10 databases, we found only two studies, whereas numerous reports have been published citing the benefits of social media in mental health. Findings suggest the effects of social media interventions are largely unknown. More research is needed to understand the effects of social media, for users with and without mental illness, in order to determine the impact on mental well-being ofsocial media use as well as its risks.

From the rhetoric to the real : A critical review of how the concepts of recovery and social inclusion may inform mental health nurse advanced level curricula – the eMenthe project

OBJECTIVES This critical review addresses the question of how the concepts of recovery and social inclusion may inform mental health nurse education curricula at Masters level in order to bring about significant and positive change to practice. DESIGN This is a literature-based critical review incorporating a rapid review. It has been said that if done well, this approach can be highly relevant to health care studies and social interventions, and has substantial claims to be as rigorous and enlightening as other, more conventional approaches to literature (Rolfe, 2008). DATA SOURCES In this review, we have accessed contemporary literature directly related to the concepts of recovery and social inclusion in mental health. REVIEW METHODS We have firstly surveyed the international literature directly related to the concepts of recovery and social inclusion in mental health and used the concept of emotional intelligence to help consider educational outcomes in terms of the required knowledge, skills and attitudes needed to promote these values-based approaches in practice. RESULTS A number of themes have been identified that lend themselves to educational application. International frameworks exist that provide some basis for the developments of recovery and social inclusion approaches in mental health practice, however the review identifies specific areas for future development. CONCLUSIONS This is the first article that attempts to scope the knowledge, attitudes and skills required to deliver education for Masters level mental health nurses based upon the principles of recovery and social inclusion. Emotional intelligence theory may help to identify desired outcomes especially in terms of attitudinal development to promote the philosophy of recovery and social inclusive approaches in advanced practice. Whilst recovery is becoming enshrined in policy, there is a need in higher education to ensure that mental health nurse leaders are able to discern the difference between the rhetoric and the reality.

The required knowledge for lifespan mental health promotion and prevention for Master’s level mental health nurse education – the eMenthe project

Abstract In this study, we address the kind of knowledge that is required for Master’s level nurse education for lifespan mental health promotion and prevention. Data were collected through structured interviews (N = 109). The interviews were conducted across five European countries. The data were analysed using a thematic content analysis approach. The findings show that Master’s level nurse education needs knowledge related to lifespan issues. Needs were raised in several issues like importance of increasing skills and knowledge of mental health workers. We conclude that there is a need to emphasise the knowledge required for mental health promotion and prevention for Master’s level nursing education across Europe.

Nursing students’ attitudes towards people with diagnosed with mental illness and mental health nursing: an international project from Europe and Australia

Abstract The stigma associated with a diagnosis of mental illness is well known yet has not reduced significantly in recent years. Health professionals, including nurses, have been found to share similar negative attitudes towards people with labelled with mental illness as the general public. The low uptake of mental health nursing as a career option reflects these stigmatised views and is generally regarded as one of the least popular areas of in which to establish a nursing career. The aim of the current project was to examine nursing students’ attitudes towards the concept of mental illness and mental health nursing across four European countries (Ireland, Finland, Norway and the Netherlands), and Australia, using the Opening Minds Scale and the Mental Health Nurse Education survey. The surveys were distributed to students prior to the commencement of the mental health theory component. Attitudes towards mental health nursing were generally favourable. Differences in opinion were evident in attitudes towards mental illness as a construct; with students from Australia and Ireland tending to have more positive attitudes than students from Finland, Norway and the Netherlands. The future quality of mental health services is dependent on attracting sufficient nurses with the desire, knowledge and attitudes to work in mental health settings. Understanding attitudes towards mental illness and mental health nursing is essential to achieving this aim.

Mental Health Care Interventions in Child Welfare: Integrative Review of Evidence-Based Literature

Abstract Many of the youths living in vulnerable environments in child welfare settings are in need of psychiatric treatment as well as child protection services. There is an urgent demand for closer collaboration between these two sectors in order to ensure more effective work in child welfare regarding to mental health care interventions is provided. The aim of this integrative review was to describe the evidence-based literature related to mental health care interventions provided in child welfare. Seven databases (PubMed, EBSCOhost, Ovid MEDLINE, Eric, CINAHL, Elsevier Science Direct, Cochrane database) were searched, while search parameters included English-only manuscripts published prior to 20 May 2016. Out of 152 records, only eight studies met the inclusion criteria. Mental health care interventions described varied and were listed as follows: crisis assessment, respite child care, counselling, therapeutic interviews, cognitive and educational screening, different therapies, psychoeducational support, psychological testing, behavioural assessment, individual work and brief interval care. Despite using comprehensive searches in seven databases, we found only eight studies related to acute psychiatric services targeted at child welfare. There is not enough evidence to arrive at a definite conclusion on the effects of mental health care interventions in child welfare.

Master’s level mental health nursing competencies, a prerequisite for equal health among service users in mental health care

ABSTRACT Purpose: This discussion paper aims to explore the need of a clarified definition of master’s level mental health nursing competencies in terms of knowledge, skills and attitudes in a European context. Mental health service users have, in spite of their right to equal overall health, higher rates of physical illness and are more likely to experience premature death than the general population. Implementation of a holistic concept of health comprising mental, physical and social aspects of health in mental health services has previously proved to be challenging. Methods: Master’s level mental health nursing competencies in recent literature are discussed and illuminated in terms of knowledge, skills and attitudes in order to enable the promotion of equal overall health among service users in mental health services. Results: The discussion show contents, values and utility of master’s level mental health nursing competencies in mental health services and contribute to reduced role ambiguity by distinguishing master’s level responsibilities from undergraduate nursing tasks and obligations of other professionals in mental health care. Conclusion: This discussion paper shapes implications for developments in master’s level mental health nursing education curricula.