Mr Prasundcoomar Ramluggun

Introduction

High-quality pre-registration student nurse training and development is integral to developing a sustainable and competent global nursing workforce. Internationally, student nurse recruitment rates have increased since the onset of the COVID-19 pandemic; however, attrition rates for student nurses are high. During the pandemic, many student nurses considered leaving the programme due to academic concerns, feeling overwhelmed, and doubting their clinical skills. Little was known about the extent to which nursing education prior to COVID-19 had prepared students for their role in managing the healthcare crisis or the impact on their resilience. Thus, this study aimed to explore how the COVID-19 pandemic impacted on the resilience levels of student nurses across the United Kingdom.

Methods

Data were collected as part of a multi-site qualitative study named ‘COV-ED Nurse’ and involved pre-placement surveys, placement diaries, and post-placement interviews with nursing students. Student nurse participants were recruited from across the United Kingdom, from all years of study, and from all four nursing branches: children, adult, mental health, and learning disabilities. Participants were asked to complete a pre-placement survey that collected demographic details and information about their placement expectations. They were also asked to record a weekly audio-visual or written diary to describe their placement experiences, and, on completion of their placements, students were interviewed to explore their experiences of this time. Data were thematically analysed using the Framework Approach. Ethical approvals were obtained.

Results

Two hundred and sixteen students took part in the wider study. The current study involved a subset of 59 students’ data. Four main themes were identified: ‘coping with increased levels of acuity’, ‘perceived risks of the pandemic’, ‘resilience when facing uncertainty and isolation’, and ‘the importance of coping mechanisms and support structures.’

Discussion

From this study, we have generated insights that can be applied to nursing research, education, policy, and practice and identified the wide-ranging impact that the COVID-19 pandemic had on student nurses and their abilities to remain resilient in an unstable environment. The value of communication and support networks from a wide range of sources was highlighted as key to navigating many uncertainties. In addition, the extent to which students were able to navigate their personal and professional roles and identities influenced their ability to cope with and continue along their training pathways.

The purpose of this paper is to examine how faculty staff on health and social care programmes  support students with mental health issues.
The study used a qualitative survey design to gain in-depth information on faculty staff experiences. Seventy-one faculty staff at two universities in the South East of England out of an eligible population of 115 staff responded to an anonymous online questionnaire which were thematically analysed.
The findings indicated that faculty staff were dealing with uncertainties in providing support to students with mental health needs. They reported tensions between their academic, professional and pastoral roles. There was a wide recognition that supporting students was physically and emotionally demanding for faulty staff and especially challenging when their roles and expectations were unclear. This was compounded by lack of explicit guidelines and an apparent severed connection between faculty staff and student support services
A need for clearly defined roles and responsibilities for faculty staff in supporting students with mental health needs including a review of their pastoral role were identified.  The study reinforces the need for effective collaborative arrangements and collective decision making and clearer procedures in the planning and implementation of students’ personal support plans. A concerted  effort into adopting a transpersonal approach which incorporates mental health staff awareness training, restorative spaces for reflection and supportive pathways for faculty staff.
This paper provides rare empirical evidence of faculty staff views on their role in supporting students with mental health needs on health and social care porgrammes.

Objective

The UK incidence of oropharyngeal cancer has risen sharply over the last 30 years with an increase in human papillomavirus (HPV) associated diagnoses, most prevalent in younger, working age populations. This meta-ethnography explores the psychosocial needs of HPV+ve oropharyngeal cancer patients during early recovery following (chemo)radiotherapy.

Methods

Meta-ethnography methods were used, based on the approach of Noblit and Hare. Systematic searches for relevant qualitative studies were conducted in five electronic databases (MEDLINE, PubMed, CINAHL, PsycINFO and Cochrane database) between 2010 and 2021, followed by citation searching.

Results

Twenty-three papers exploring the psychosocial needs of HPV+ve oropharyngeal cancer patients after treatment were included. Findings were synthesised to develop five constructs: ‘gaps in continuity of support from healthcare professionals’ reflecting unmet needs; ‘changes to self-identity’ revealing the comprehensive disruption of this disease and treatment; ‘unrealistic expectations of recovery’ highlighting the difficulty of preparing for the impact of treatment; ‘finding ways to cope’ describing the distinct complexity of this experience; and ‘adjusting to life after the end of treatment’ exploring how coping strategies helped patients to regain control of their lives.

Conclusions

Completing (chemo)radiotherapy signalled a transition from hospital-based care to home-based support, challenging patients to address the constructs identified. An unexpectedly difficult and complex recovery meant that despite a favourable prognosis, poor psychosocial well-being may threaten a successful outcome. The provision of tailored support is essential to facilitate positive adjustment.

Self-harm is typically described as physical harm that an individual inflicts on themselves to provide relief from unbearable emotional pain or distress, with a high prevalence among adolescents. In the digital age, some adolescents who self-harm may seek support online and rely on social media platforms to validate their feelings. However, these adolescents can also be subjected to cyberbullying as targets of negative and hurtful online messages. Although some websites may offer support, many of them also contain harmful content that encourages self-harm, which in some cases has resulted in suicide. Over the past few years, there has been an emerging trend in which some adolescents send themselves hurtful messages online, and this has been termed ‘digital self-harm’. This article explores this relatively new form of self-harm and its implications for mental health nursing practice. It also outlines some approaches that mental health nurses can use to support adolescents who engage in digital self-harm.

At the centre of nursing is a comprehensive model of holistic care provision that recognises each individual patient as an integrated whole with several interconnecting qualities, one of which is spirituality. Recognising patients’ perceptions of their health and enabling them to find meaning in managing their illnesses are important aspects of all fields of nursing. There is a wide range of literature on spirituality in nursing practice, particularly in relation to end of life care. However, less attention has been given to the spiritual care of patients with mental health conditions. Although meeting these patients’ spiritual needs is a core aspect of mental health nursing, many nurses do not feel adequately prepared to address such needs and provide optimal spiritual care.

This article examines the concept of spirituality in healthcare, emphasising its importance and outlining how it can be integrated into mental health nurses’ practice.

Aim:

This study aimed to identify whether paramedic students' perceptions of patients who self-harm changed following an educational intervention.

Background:

Self-harm is a major public health concern with an increasing number of incidents being reported in England. Paramedics are often the first contact for those who self-harm and antipathy to these patients among caregivers, including paramedics, has been reported. Negative attitudes to patients who self-harm from health professionals is a considerable barrier to their care. Education on self-harm for paramedics has been historically inadequate, even though it can potentially improve attitudes and how these practitioners engage with those who self-harm.

Method:

A pre- and post-survey analysis was undertaken to examine whether any identified unsympathetic perceptions of paramedic students (n=30) towards patients who self-harm would decrease following an educational intervention, using a validated questionnaire measuring attitudes to self-harm.

Results:

Perceptions of people who self-harm were generally moderately negative prior to the educational intervention, with a significant drop in negative attitudes after it was completed. A survey showed that this drop was also mostly sustained 10 months later.

Conclusion:

Educational interventions may help to reduce negative perceptions of patients who self-harm in paramedic students.

In many countries, Higher Education Providers (HEPs) are required to take necessary steps to address barriers that may impede learning for students with disabilities. This can require making reasonable adjustment in clinical practice learning environments in addition to classroom teaching and learning activities. However, it has been reported that these adjustments can pose some significant challenges in delivering inclusive teaching and learning experiences, with concerns raised about the ability of some students to meet the requirements of the nursing programme for some of these adjustments.

Sexual health is an important part of an individual’s overall health profile. However, for people with a severe mental illness (SMI), maintaining optimal sexual health can be a challenge. Mental health nurses have an important role in addressing patients’ sexual health needs. Nurses’ beliefs, outlooks and resulting attitudes towards a patient’s sexuality appear to be one of the barriers to promoting sexual health for people experiencing SMI. This article examines the issue of sexual health for patients with SMI and the factors affecting the promotion of optimal sexual health in this patient group.

The evolving, dynamic and challenging healthcare landscape requires that the art and science of nursing equip preregistration nursing students with the knowledge and skills to positively respond to these changes. Central to these students’ ability to demonstrate competence in the fundamentals of nursing care are core nursing attributes to meaningfully engage and attend to patients’ in delivering compassionate care and meeting their needs. The literature identifies the process of delivering compassionate care as a human dimension of caring that is complex and multifaceted. This paper discusses the concept of compassion in preregistration nurse education, its significance in the healing process and the challenges around building compassionate capacities for the future nursing workforce.