Bakgrund: Depressioner hos äldre kan vara svårupptäckta till följd av en diffus symtombild samt då diagnossystemen DSM-5 och ICD-11 inte är anpassade för äldre. Många sjuksköterskor har svårigheter i att korrekt identifiera depressioner hos äldre personer. Mer kunskap och förståelse kring depressiva tillstånd hos äldre kan underlätta för psykiatrisjuksköterskor och andra specialistsjuksköterskor att identifiera dessa tillstånd samt leda till en förbättrad psykiatrisk omvårdnad av äldre personer. Syfte: Syftet var att belysa äldre personers erfarenheter av depressiva tillstånd i ålderdomen. Metod: En systematisk litteraturstudie baserad på nio kvalitativa studier genomfördes med Statens beredning för medicinsk och social utvärderings [SBU] metod som grundstruktur. Syntes av de kvalitativa studiernas resultat genomfördes enligt Howell Major och Savin-Baden. Resultat: Två tredje nivåns tema framkom: Det första tredje nivåns temat Att befinna sig på botten speglade den psykiska och existentiella förtvivlan de äldre befann sig i; en situation präglad av orkeslöshet, hopplöshet, självnedvärdering, skuld, skam, stigma, brist på stöd, ensamhet och alienation. Det andra tredje nivåns temat Att ta sig uppåt genom coping och andras stöd återgav de copingstrategier de äldre upplevde hjälpsamma samt betydelsen av andra människors stöd. Slutsats: Äldre personer som lider av depressiva tillstånd i ålderdomen bär erfarenheter av djup förtvivlan ur flera hänseenden och finner kraft i copingstrategier och stöd från andra. Nyckelord: depressiva tillstånd, erfarenheter, psykiatrisk omvårdnad, systematisk litteraturstudie, äldre / Background: Depressions in the elderly can be difficult to detect due to a diffuse symptomatology and because the diagnostic manuals DSM-5 and ICD-11 are not adapted for the elderly. Many nurses have difficulties in correctly identifying depressions in older people. More knowledge and understanding of depressive conditions in the elderly may facilitate for psychiatric-mental health nurses and other advanced practice nurses to identify these conditions and may conduce to an improved psychiatric-mental health nursing care for the elderly. Aim: To shed light on elderly persons’ experiences of depressive conditions in old age. Method: A systematic literature review based on nine qualitative studies was conducted, using Swedish Agency for Health Technology Assessment and Assessment of Social Services [SBU] as basic structure. Synthesis of the qualitative studies was carried out according to Howell Major and Savin-Baden. Result: Two third order themes emerged: The first third order theme, Being at rock bottom, reflected the existential and mental despair the elderly was in; a situation characterized by decrepitude, hopelessness, self-deprecating, guilt, shame, stigma, lack of support, loneliness and alienation. The second third order theme, Moving forward through coping and support from others, portrayed the coping strategies the elderly experienced as helpful and the importance of support from others. Conclusion: Elderly persons suffering from depressive conditions in old age experience different aspects of despair and find their path forward through coping strategies and support from others. Keywords: depressive conditions, elderly, experiences, psychiatric-mental health nursing, systematic literature review

Nursing specialization involves focusing on nursing practice in an identified specific area within the entire field of professional nursing. A defined specialty scope of practice statement and standards of professional practice, with accompanying competencies, are unique to each nursing specialty. These documents help assure continued understanding and recognition of nursing’s diverse professional contributions. The purpose of this article is to demystify the process for specialty nurses who are creating or revising their specialty nursing scope and standards of practice. We provide best practices for the developmental process based on our recently published scope and standards of specialty nursing practice. The conclusion provides strategies to disseminate scope and standards documents to appropriate stakeholders.

Against the perspectives of the mental health needs of the people of Africa, this study explored and compared the models of psychiatric-mental health nursing education in two sub-Saharan African countries - Botswana and Nigeria. The primary purpose of the study was to assess the design, the implementation, the factors that influence and the perceived usefulness of psychiatric-mental health nursing education programmes in developing African countries, using Nigeria and Botswana as examples. A self-reporting questionnaire, administered to psychiatric nurse educators from the two countries of concern, provided the primary source of data. A curriculum evaluation checklist based on Horan, Knight, McAtee and Westrick (1984) was used to assess the components of the existing psychiatric nursing education curricula from the two countries. Discussions were also held with practising psychiatric nurses and officials of the nursing regulatory bodies from the two countries. Data from both countries revealed that participants used various terms to describe the same model for psychiatric-mental health nursing education adopted in their countries. Botswana, however, adopted a more functional generalist basic diploma nursing education approach which encouraged a more advanced post-basic diploma specialisation and practice in community psychiatric-mental health nursing. Nigeria's model leaned towards a hospital centred basic specialisation with no defined role for the generalist nurse within the psychiatric-mental health nursing care system. Community theme occurred in both countries' curricula with varying degrees of emphasis, as all the programmes claimed the intent to make psychiatric-mental health nursing service available to individuals, families and the communities at all levels of care. Psychiatric-mental health nursing education programmes of the two countries had been influenced at different times by war, colonial history, changing standards of health care delivery, government health policies, economic status of the country, professional status of nursing and the changing standard of education. A model that streamlined psychiatric-mental health nursing education within the general system of education in both countries was proposed. It was stressed that one key concept that must underlie the development of psychiatric-mental health nursing education was the need to create a mental health nursing role that would be appropriate for people's health needs rather than the needs of the health care system. / Advanced Nursing Science / D.Litt. et Phil.

Against the perspectives of the mental health needs of the people of Africa, this study explored and compared the models of psychiatric-mental health nursing education in two sub-Saharan African countries - Botswana and Nigeria. The primary purpose of the study was to assess the design, the implementation, the factors that influence and the perceived usefulness of psychiatric-mental health nursing education programmes in developing African countries, using Nigeria and Botswana as examples. A self-reporting questionnaire, administered to psychiatric nurse educators from the two countries of concern, provided the primary source of data. A curriculum evaluation checklist based on Horan, Knight, McAtee and Westrick (1984) was used to assess the components of the existing psychiatric nursing education curricula from the two countries. Discussions were also held with practising psychiatric nurses and officials of the nursing regulatory bodies from the two countries. Data from both countries revealed that participants used various terms to describe the same model for psychiatric-mental health nursing education adopted in their countries. Botswana, however, adopted a more functional generalist basic diploma nursing education approach which encouraged a more advanced post-basic diploma specialisation and practice in community psychiatric-mental health nursing. Nigeria's model leaned towards a hospital centred basic specialisation with no defined role for the generalist nurse within the psychiatric-mental health nursing care system. Community theme occurred in both countries' curricula with varying degrees of emphasis, as all the programmes claimed the intent to make psychiatric-mental health nursing service available to individuals, families and the communities at all levels of care. Psychiatric-mental health nursing education programmes of the two countries had been influenced at different times by war, colonial history, changing standards of health care delivery, government health policies, economic status of the country, professional status of nursing and the changing standard of education. A model that streamlined psychiatric-mental health nursing education within the general system of education in both countries was proposed. It was stressed that one key concept that must underlie the development of psychiatric-mental health nursing education was the need to create a mental health nursing role that would be appropriate for people's health needs rather than the needs of the health care system. / Advanced Nursing Science / D.Litt. et Phil.