Robert Batterbee

Aim
This study examined whether a cognitive behavioural approach to critical reflection could facilitate transformative learning in nursing students compared with a traditional reflective model.

Background
Critical reflection is essential in nursing practice and education. While transformative learning theory (TLT) has the potential to facilitate deeper learning, its application in nursing education remains underexplored. Cognitive behavioural approaches have successfully promoted critical reflection in other clinical professions but have yet to be used in nursing education.

Design
A quasi-experimental mixed methods design was employed. This paper reports the quantitative findings.

Methods
Two groups od second year undergraduate nursing students were compared: the experimental group received a cognitive behavioural approach, while the control group received a traditional reflective model. The Self-Reflection and Insight Scale (SRIS) measured outcomes at baseline, post-intervention and follow up. Response rates were 88.5 % (n = 139) for the experimental group and 93 % (n = 169) for the control group. Data were analysed using Linear mixed-effects models.

Results
Significant differences were observed in insight, engagement in reflection and perceived need to reflect. The cognitive behavioural approach led to a highly significant increase in reflective insight, with scores improving by 5.54 units from baseline to follow-up (p < 0.001).

Conclusions
These findings indicated that the cognitive behavioural approach facilitated critical reflection, particularly in developing insight and metacognitive skills. A separate qualitative analysis examining the utility of the approach will offer further insight into how this approach supported transformative learning.

The presentation reports upon a study addressing the issue of nursing graduates lacking essential skills for mental health nursing practice, with a particular focus on non-stigmatising language. The research aimed to identify barriers in addressing students’ pre-conceived assumptions, which influence the promotion of recovery-oriented language, through the examination of reflective journals from mental health placements.

Using a qualitative exploratory approach, second-year undergraduate student reflections from acute mental health placements were content-analysed. Thematic analysis revealed four main themes: anxiety related to preconceptions of mental health facilities and consumers, uncertainties in communication, perceptions of the mental health nurse's role, and challenges in using recovery-oriented language.

The findings highlight the crucial role of language in promoting equity and diversity in mental health services. Students’ reflections reinforce the ongoing difficulty in employing non-stigmatising, recovery-oriented language, indicating a need for further research to explore effective strategies in achieving this goal. Additionally, students’ concerns align with previous research, emphasising the impact of preconceived assumptions on mental health, and the challenges in embracing diversity within the nursing environment.

This study contributes to the ongoing discourse on enhancing mental health nursing education by emphasising the importance of language in advancing equity and diversity. By linking the promotion of non-stigmatising, recovery-oriented language to the broader goals of equity and diversity, this research aimed to ensure that mental health services provide inclusive care for all individuals.

Background Despite the increasing evidence base for the use of cognitive behavioural interventions in nursing, the extent to which therapeutic interventions and their components are included in the undergraduate curriculum in Australia remains unclear. Objectives To explore if and how cognitive behavioural components are being taught to undergraduate nursing students. to deliver outcome benefits to students and patients. Design An integrative literature review reporting links between CBT components and methods taught in pre-registration nurse education. Findings and Conclusion Based on an analysis of current literature, it is suggested that evidence-based cognitive behavioural components are being taught to undergraduate nursing students. The study reports that teaching cognitive behavioural components can bring clinical benefits to positive patient outcome, to student wellbeing and study performance. However, the teaching of cognitive behavioural conceptual models as a therapeutic skill was found to be limited. Recommendations to incorporate a simple, evidence based cognitive behavioural conceptual tool, highlights how nurse educators can address the requirement to teach from the current evidence base.

The need for nurses to understand human behaviour in the context of effective caring has long been established; however, there is no consensus over the teaching and learning of psychology. Recent reported failures in compassionate care have prompted academics and clinicians to revisit this discussion and examine the challenges this poses to education. The author therefore recognises the need to take stock to see if we are any closer to answering the critical question of how to help students use psychology to understand themselves and the people they will be caring for. A literature review was conducted to examine current research and texts that address the teaching of psychology to undergraduate adult nursing students. The aim was to frame recent discussion in the context of current pre-registration education, rather than revisit the historic argument. Three common themes emerged from the review: the content of psychology taught; the methods of teaching psychology to nurses; and the application of psychological theory to nursing practice. These themes became the focus of further content analysis. A consensus is emerging from the traditionally opposed skills and theory camps that psychological literacy is essential to caring. Psychological content must not be diluted, neglected or eroded, and the essentials of this need to be defined and taught in a manner that is simple to understand and can be applied to real people. In undergraduate education, there is an increasing emphasis on structured reflection, which is used to forge links between student cognition, emotion and behaviour to reinforce theoretical psychological concepts. The similarities between models of reflection and cognitive behavioural psychological conceptualisation are a possible area for future investigation.

Antipsychotic medication has long been one of the first-line interventions for people with serious mental illness, with outcomes including reductions in symptoms and relapse rates. More recently, however, questions have been raised about the efficacy of antipsychotic medications, especially in light of their side-effect profile. Such questions have implications for the nurses administering antipsychotic medications, particularly in relation to their knowledge of the antipsychotic medication, its efficacy, and side-effect profile. Also important is the education of nursing students about antipsychotic medications, their use, and management. The present study reports findings of research that explored current curriculum content concerning psychopharmacological treatment in Australian undergraduate and postgraduate nursing programmes. Using a survey design, the research examined the content and modes of delivery of this content to gauge how well students are prepared for administering antipsychotic medication to people with serious mental illness. Findings of the research suggested the need for improvement in preparing nursing students to administer antipsychotic medication, including indications, contraindications, as well as recognition and management of side-effects.