About: Diaconia University of Applied Sciences is a education organization based out in Helsinki, Finland. It is known for research contribution in the topics: Competence (human resources) & Nurse education. The organization has 36 authors who have published 45 publications receiving 384 citations.
TL;DR: In this article, the authors present evidence to inform spiritual care practices in palliative care in advanced disease, but often neglected, resulting in unnecessary suffering, and conclude that spiritual distress is prevalent in advanced diseases.
Abstract: Background:Spiritual distress is prevalent in advanced disease, but often neglected, resulting in unnecessary suffering. Evidence to inform spiritual care practices in palliative care is limited.Ai...
TL;DR: In this paper, the authors argue that political discourses work in the same vein and create continuities constraining the array of possible policy options, and highlight how politicians have used these hegemonic discourses to maintain the legitimacy of certain policy options.
Abstract: Debates on welfare reforms have revolved around institutional inertias with the emphasis on institutions as structures. We argue that political discourses work in the same vein and create continuities constraining the array of possible policy options – political frames as carriers of institutional inertia and path dependence. The data are based on political debates on child home care in Finland and Sweden. The ‘trap for women’ frame became dominant in the Swedish discourse, while in Finland ‘freedom to choose’ has been hegemonic. According to the Swedish frame, public day care offers children the best preconditions for later development and enhances social equality, whereas in Finland care at home with all its positive characteristics was contrasted with bureaucratic institutional care. The article highlights how politicians have used these hegemonic discourses to maintain the legitimacy of certain policy options.
TL;DR: Results suggest that the situations that lead to the use of seclusion or restraint are always dynamic and circumstantial.
Abstract: The purpose of this integrative literature review was to describe different factors involved in the decision-making process of using seclusion or restraint, and to discuss the process in practice. The data used in this review were systematically retrieved from the following databases: CINAHL, Medline and PsycINFO. Manual data retrieval was conducted from the reference lists of the papers that came up in the original database search. A total of 32 studies were selected. Results suggest that the situations that lead to the use of seclusion or restraint are always dynamic and circumstantial. During the decision-making process staff observe a patient's behaviour, assesses risk and chooses and uses interventions that aim to de-escalate the situation. This process is affected by the previous experiences and history of staff as well as the behaviour and previous experience of the patient.
TL;DR: This critical review addresses the question of how the concepts of recovery and social inclusion may inform mental health nurse education curricula at Master's level in order to bring about significant and positive change to practice.
Abstract: Objectives This critical review addresses the question of how the concepts of recovery and social inclusion may inform mental health nurse education curricula at Master’s level in order to bring about significant and positive change to practice. Design This is a literature-based critical review incorporating a modified rapid review method. 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 Master’s 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.
TL;DR: A participatory action research process on the development of a professional practice model of mental health nurses in mental health promotion in a comprehensive school environment in the city of Oulu, Finland is described.
Abstract: The purpose of this paper is to describe a participatory action research process on the development of a professional practice model of mental health nurses in mental health promotion in a comprehensive school environment in the city of Oulu, Finland. The developed model is a new method of mental health promotion for mental health nurses working in comprehensive schools. The professional practice model has been developed in workshops together with school staff, interest groups, parents and students. Information gathered from the workshops was analysed using action research methods. Mental health promotion interventions are delivered at three levels: universal, which is an intervention that affects the whole school or community; selective, which is an intervention focusing on a certain group of students; and indicated, which is an individually focused intervention. All interventions are delivered within the school setting, which is a universal setting for all school-aged children. The interventions share the goal of promoting mental health. The purposes of the interventions are enhancing protective factors, reducing risk factors relating to mental health problems and early identification of mental health problems as well as rapid delivery of support or referral to specialized services. The common effect of the interventions on all levels is the increase in the experience of positive mental health.
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