No description available.

No description available.

No / It is estimated that 820,000 people in the UK have dementia. Dementia costs the UK 17 billion a year and in the next 30 years this will treble to over £50 billion a year. There is a need to raise competence of staff delivering care to people living with dementia across health, social and voluntary sector provision. Effective education and training will build capacity and improve staff knowledge. However, at present not enough is known about the experiences of staff involved in gaining the skills, knowledge and attitudes required to support provision of high quality care for people with dementia. This study was conducted within a large National Health Service Trust in the UK serving an urban, ethnically mixed population, in collaboration with a local university. The trust responded to government policy by seeking to identify staff training needs. The aim was to explore the experiences of staff working within a specialist mental health service in relation to development of skills for the provision of person-centred care for people with dementia. To achieve this, staff roles, experiences of dementia training and the ways in which staff feel they learn were explored through focus group interviews. Relatives’ views of staff competencies necessary for effective care provision were also explored to supplement the data from staff. A total of 70 staff and 16 family carers participated and data were subjected to inductive thematic analysis. Five themes emerged: competency-based skills, beliefs, enablers and barriers and ways of learning. Findings suggested participants felt that skills for person-centred care were innate and could not be taught, while effective ways of learning were identified as learning by doing, learning from each other and learning from experience.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 8, 2007). PDF text: 105, [31] p. : ill. UMI publication number: AAT 3216335. Includes bibliographical references. Also available in microfilm and microfiche format.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Aug. 13, 2009). Directed by Craig Cashwell; submitted to the School of Education. Includes bibliographical references (p. 130-139).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 47-49).

Thesis (Ph.D.)--University of Wollongong, 2008. / Typescript. Computer optical disc inserted in pocket on p. 195 entitled: Medication alliance core skills demonstration. Includes bibliographical references: p. 147-179.

Bibliography: leaves.

Background: The interpersonal relationship between nurses and clients is seen as the central element or core activity of mental health nursing. Without this relationship therapeutic alliance cannot take place. Concern has been expressed that nurse prescribing could have a negative impact on the nurse patient relationship and result in the nurse sacrificing nursing skills for the prescribing role. Aim: The aim of this study was to explore the nurse patient relationship in the mental health setting when the nurse is a prescriber. In order to do this a comprehensive literature review was undertaken and views of participants were explored and relationships described. Methodology and methods: Nurse prescribers were sent questionnaires to gather demographic data and basic qualitative data. Focus groups and interviews were undertaken within a large NHS Foundation Trust. A constructivist approach was used with 57 participants including nurse prescribers, pharmacist prescribers, nurse managers, clients and doctors. A discussion guide and an iterative approach were used to clarify findings. Data analysis was guided by a Framework approach. Findings: The majority of clients preferred to have their nurse prescribe for them. Trust was highly valued within the pre-established relationship and clients found nurses easier to talk to about their medication than doctors. Nurse prescribers placed high importance on being able to reduce and discontinue medication for the client, terming this ‘un-prescribing’. Nurse prescribers were uncomfortable with the concept of power, preferring to use the term ‘empowerment’. All groups of participants were unanimous that nurse prescribers continued to provide care and that they had not moved from a traditional ‘caring’ role to a ‘medical’ curing role and importance was placed on the therapeutic alliance between nurse prescribers and clients. Conclusion: Rather than detracting from the nurse patient relationship, results from this study suggest that nurse prescribing enables the mental health nurse prescriber to provide more holistic care than previously. The action of ‘un-prescribing’ may indicate a new culture around mental health nurse prescribing

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes survey instrument. Includes bibliographic references (ℓ. 92-118)