To learn about two transdiagnostic models of formulation that you could use in your practice
Our continuing professional development (CPD) articles are designed to assist with your nursing skills and practice.
How individuals learn to mentalize during childhood, and in response to stress
The STARTER model is a step-by-step tool encouraging conversations about sexual health
Mental health practitioners can support service users to move beyond traumatic events
Part 3 of our series explores the causes of schizophrenia and how it can lead to self-neglect
An exploration of best practice in co-creating recovery-orientated care plans
People with a mental illness are more susceptible to physical ill health
Mental and physical health work together to support well-being, and never more importantly than when a patient experiences a sudden and devastating trauma. This article explores the interplay of mental and physical health in the context of acid attack burns to someone’s face. It explains trauma in event terms and how an understanding of types of psychological trauma can be drawn on to advance collaborative nursing practice in a burns unit. While nurses have been educated in separate disciplines, it is argued that working across the traditional divide can be advantageous in trauma situations. This is the second article in a series on ‘well-being, physical and mental health’.
This article explains how physical health fits into the overall well-being of a person and why people with a mental illness are more likely than the rest of the population to experience poor physical health. It represents the first article in a series on body and mind, well-being and how physical and mental health issues interact as focal points for the work of mental health nurses. Historically, mental health and physical health have been conceived in western healthcare as separate domains and our preparation of registered nurses for practice has often reflected this. However, in this series, case studies are used to show how closely physical and mental health interact and how the two are important to sustain a state of well-being. The series is designed to help registered nurses reflect on their current practice and to help students to anticipate the range of care requirements that may be needed when a service user comes into their care.
This article explores the use of solution-oriented learning as an approach to coping with formal learning and practice development needs. The article explains each step of the solution-oriented learning process and gives examples related to student and qualified nurses’ experiences. Time out activities offer opportunities to apply theory to practice. The authors propose that wider application of the solution-oriented learning principles can support nurses in building resilience.
The number of women experiencing mental ill health has increased, with young women more likely to experience mental distress than their male peers. Despite this, few NHS mental health trusts have a women’s mental health strategy in place, which suggests that there are opportunities to improve the skills and confidence of staff supporting women in mental health services. This article explores mental health issues experienced by women and aims to help staff develop a gender-informed understanding of mental healthcare to help improve the care of women.
This article explores section 5(4) of the Mental Health Act, which permits nurses of a ‘prescribed class’ to detain an informal inpatient who is receiving treatment for mental disorder for up to six hours or until a doctor or approved clinician arrives. The article raises various issues in relation to the implementation of section 5(4), some, but not all of which are addressed by the relevant codes of practice for England and Wales. The authors raise important questions that nurses need to address if their holding power is to be applied appropriately in all cases.