Exploring recovery-focused educational programmes for advancing mental health nursing: An integrative systematic literature review.

Hawsawi, T; Stein-Parbury, J; Orr, F; Roche, M; Gill, K

Exploring recovery-focused educational programmes for advancing mental health nursing: An integrative systematic literature review.

Hawsawi, T Stein-Parbury, J Orr, F

Roche, M

Gill, K

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Publisher:: Wiley
Publication Type:: Journal Article
Citation:: International Journal of Mental Health Nursing, 2021, 30, (Suppl. 1), pp. 1310-1341
Issue Date:: 2021-10

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Field	Value	Language
dc.contributor.author	Hawsawi, T
dc.contributor.author	Stein-Parbury, J
dc.contributor.author	Orr, F https://orcid.org/0000-0001-5318-0832
dc.contributor.author	Roche, M https://orcid.org/0000-0002-3831-537X
dc.contributor.author	Gill, K
dc.date.accessioned	2021-10-08T01:06:42Z
dc.date.available	2021-06-18
dc.date.available	2021-10-08T01:06:42Z
dc.date.issued	2021-10
dc.identifier.citation	International Journal of Mental Health Nursing, 2021, 30, (Suppl. 1), pp. 1310-1341
dc.identifier.issn	1324-3780
dc.identifier.issn	1447-0349
dc.identifier.uri	http://hdl.handle.net/10453/150919
dc.description.abstract	Recovery-focused educational programmes have been implemented in mental health services in an attempt to transform care from a purely biomedical orientation to a more recovery-oriented approach. Mental health nurses have identified the need for enhancing their abilities and confidence in translating recovery knowledge into mental health nursing practice. However, recovery-focused educational programmes have not fully address nurses' learning needs. Therefore, this review synthesized the evidence of the effectiveness of recovery-focused educational programmes for mental health nurses. A systematic search of electronic databases and hand-searched references was conducted. It identified 35 programmes and 55 educational materials within 39 studies. Synthesizing the literature revealed three themes and nine subthemes. The first theme, a framework for understanding and supporting consumers' recovery, had four subthemes: consumers' involvement, multidisciplinary approach, profession-specific training, and performance indicators. The second theme, contents of educational materials, included the subthemes: knowledge development and recovery-focused care planning. The final theme, nurses' learning experiences, included the subthemes: understanding recovery, the positive effects of recovery-focused educational programmes, and implementation of recovery-oriented practices. Based on these findings, a mental health nursing recovery-focused educational programme framework is proposed. Further research should investigate the effectiveness of the framework, especially in relation to recovery-focused care planning and consumer and carer involvement in the development, delivery, participation, and evaluation of these educational programmes.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	Wiley
dc.relation.ispartof	International Journal of Mental Health Nursing
dc.relation.isbasedon	10.1111/inm.12908
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1110 Nursing, 1117 Public Health and Health Services, 1701 Psychology
dc.subject.classification	Nursing
dc.subject.mesh	Clinical Competence
dc.subject.mesh	Humans
dc.subject.mesh	Learning
dc.subject.mesh	Mental Health Services
dc.subject.mesh	Psychiatric Nursing
dc.subject.mesh	Humans
dc.subject.mesh	Learning
dc.subject.mesh	Mental Health Services
dc.subject.mesh	Psychiatric Nursing
dc.subject.mesh	Clinical Competence
dc.subject.mesh	Clinical Competence
dc.subject.mesh	Humans
dc.subject.mesh	Learning
dc.subject.mesh	Mental Health Services
dc.subject.mesh	Psychiatric Nursing
dc.title	Exploring recovery-focused educational programmes for advancing mental health nursing: An integrative systematic literature review.
dc.type	Journal Article
utslib.citation.volume	30
utslib.location.activity	Australia
utslib.for	1110 Nursing
utslib.for	1117 Public Health and Health Services
utslib.for	1701 Psychology
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2021-10-08T01:06:41Z
pubs.issue	Suppl. 1
pubs.publication-status	Published
pubs.volume	30
utslib.citation.issue	Suppl. 1

Abstract:

Recovery-focused educational programmes have been implemented in mental health services in an attempt to transform care from a purely biomedical orientation to a more recovery-oriented approach. Mental health nurses have identified the need for enhancing their abilities and confidence in translating recovery knowledge into mental health nursing practice. However, recovery-focused educational programmes have not fully address nurses' learning needs. Therefore, this review synthesized the evidence of the effectiveness of recovery-focused educational programmes for mental health nurses. A systematic search of electronic databases and hand-searched references was conducted. It identified 35 programmes and 55 educational materials within 39 studies. Synthesizing the literature revealed three themes and nine subthemes. The first theme, a framework for understanding and supporting consumers' recovery, had four subthemes: consumers' involvement, multidisciplinary approach, profession-specific training, and performance indicators. The second theme, contents of educational materials, included the subthemes: knowledge development and recovery-focused care planning. The final theme, nurses' learning experiences, included the subthemes: understanding recovery, the positive effects of recovery-focused educational programmes, and implementation of recovery-oriented practices. Based on these findings, a mental health nursing recovery-focused educational programme framework is proposed. Further research should investigate the effectiveness of the framework, especially in relation to recovery-focused care planning and consumer and carer involvement in the development, delivery, participation, and evaluation of these educational programmes.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/150919