Psychiatric and Mental Health Nursing The Field of Knowledge 1st Edition by Stephen Tilley ISBN 9780470777435 0470777435

Section 1 Background and Stance on the Problem of Knowledge in the Field

Chapter 1 Introduction

Methodology of the book – architecture of the text

The whole field, and nothing but the field?

The sociology of knowledge model adopted in this book

Institution

Discipline

Tradition

Influence

References

Section 2 Looking Across the Field: Case Studies of Institutionalisation of Knowledge of Psychiatric

Chapter 2 The Institute of Psychiatry: Nursing within the Health Services Research Department

Introduction

Current contributions to psychiatric nursing knowledge

High quality research

Research relevant to mental health policy

Providing assistance to Government in developing policy initiatives

The development of a critical mass of individuals from a psychiatric nursing background suitably tra

The development, testing and dissemination of innovative programmes of education and training

Providing input to service developments within local and national services

Framework for the future development of nursing activities within the Health Services Research Depar

Conclusion

References

Chapter 3 Fragile Tradition: Institutionalisation of Knowledge of Psychiatric and Mental Health Nurs

Introduction

An emblematic story

The University of Edinburgh: context for the tradition

Teaching, supervision and research in the Department

Teaching

Supervision

Research

Sustaining the fragile tradition

References

Chapter 4 Nursing Mental Health at the Tavistock

Introduction

Historical context

The evolution of nursing at the Tavistock Clinic

Psychodynamic nursing – models of practice

Psychodynamic nursing – therapeutic communities

Psychodynamic nursing – the dissemination of ideas

The distinguishing features of psychodynamic knowledge in mental health nursing

A psychodynamic and systemic view of mental health

Psychodynamic features of mental health nursing

The role of psychodynamic nursing within the wider field of mental health nursing

The influence of the institutions in which we work on our role as knowledge producers

Work across institutional/agency boundaries

Form an attachment to the work content

Reflect on self in relation to others

Teach and learn in applying theory to practice

Work with competing and complementary paradigms

Conclusions

Acknowledgement

References

Chapter 5 Mental Health Nursing: Principles in Practice

Introduction

Principles in practice

Mental health nursing: theory

Mental health nursing: practice

The production of competence

The whole story

Conclusion

References

Chapter 6 Shaping Pre-Registration Mental Health Nursing Education Through User and Carer Involvemen

Introduction

Background

Involvement as a knowledge base for pre-registration mental health nursing education

The shift in approach

The impact of ‘the process of involvement’ on professional and personal outcomes

A user- and carer-informed curriculum – opportunities and contradictions

References

Chapter 7 Involving Individuals in Mental Health Nursing Education

Introduction

Writing, sharing and learning

A return to lecturing

Individualisation

Teaching ‘us and them’

Living without barriers

Transforming knowledge

Institutions

User/survivor experiences of employment and education

The involvement of users and survivors in the curriculum

Becoming loud and proud – the transformative potential of experiential knowledge

References

Chapter 8 Models of Mental Health Nursing Education: Findings from a Case Study

Introduction

Background

The specialist–generic debate in mental health nurse education

The study

Research design and methods

Phase 1: Preliminaries

Key informant interviews

Selection of sites

Developing interview schedules

Phase 2: Fieldwork

Phase 3: Analysis and model development

The models

Model 1: The specialist model

Desirable structure of pre-registration training and academic progression

The basis of nurses’ knowledge and emphasis of the pre-registration curriculum

Expectations of service users

Shared learning and joint training

Advantages of specialist education and critique of genericism

Model 2: The generic model

Desirable structure of pre-registration training and academic progression

The basis of nurses’ knowledge and emphasis of the pre-registration curriculum

Expectations of service users

Shared learning and joint training

Advantages of generic preparation and critique of the specialist model

Variations on the main models

The pragmatic model

The unity-of-nursing model

Relevance of the models five years on

Repackaging UK pre-registration nursing programmes

Common core education across health care occupations

Conclusion

References

Section 3 Analytic and Critical Commentaries and Conclusion

Chapter 9 Reflective Commentaries by the Contributors to Section 2: Each Sees the Field from Within

Commentary 9.1 Much in Common: Relationships and Knowledge in the Developing Field

Commentary 9.2 On Readings on the Field

Commentary 9.3 Are All as One Among Many and of Equal Value?

Commentary 9.4 Re-searching Practice: A Critical Conversation

Commentary 9.5 Field of Knowledge: A Critical Commentary

Commentary 9.6 Knowledge Camps and Difference: Critical Exploration in the Field

Commentary 9.7 A Tale of Two Mental Health Nursing Traditions

Chapter 10 International Perspectives on the State of Knowledge of Psychiatric and Mental Health Nur

Commentary 10.1 Conflicting Knowledge/s: User Involvement in the Field of Knowledge

Commentary 10.2 Response from a Canadian Perspective

Commentary 10.3 An Australian Perspective on the State of Knowledge of PMHNing in the UK

commentary 10.4 The Field of Knowledge of Mental Health Nursing: A New Zealand Perspective

Commentary 10.5 A German Perspective on Paradigmatic Issues in Psychiatric Nursing

Commentary 10.6 An American Commentary

Chapter 11 Dance of o Knowledge, Play of Power: Intellectual Conflict as Symptom of Policy Contradicti

Introduction

Level 1: power in the field of mental health nursing

Level 2: power over the field – when mental health knowledge is not nursing knowledge

Level 3: power beyond the field

Conclusion

References

Chapter 12 Conclusion: From the Towers to the Piazza

The conversation, the tower and the piazza

References

Index