'I can actually talk to them now': qualitative results of an educational intervention for emergency nurses caring for clients who self-injure

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Title 'I can actually talk to them now': qualitative results of an educational intervention for emergency nurses caring for clients who self-injure
Author McAllister, Margaret; Moyle, Wendy; Billett, Stephen Richard; Zimmer-Gembeck, Melanie
Journal Name Journal of Clinical Nursing
Editor Roger Watson
Year Published 2009
Place of publication United Kingdom
Publisher Wiley-Blackwell Publishing Ltd
Abstract Aim and objectives. This Australian study evaluated the effectiveness of a solution-focused education intervention in extending and improving emergency nursing responses to patients who present because of self-injury. Background. Emergency nurses commonly report lack of training and feeling unskilled in managing people who present because of self-harm. Most educational interventions have provided content knowledge, yet rarely have they focused on conveying the value of health promotion strategies such as proactive skills and coping strategies. Design. A mixed method pretest–posttest group design was used. Methods. Nurses (n ¼ 36) were interviewed to examine differences in professional identity, awareness of self-injury and clinical reasoning. Results. The qualitative results are presented in this paper and these showed improvements in knowledge and understanding of self-harm, self-belief in nurses' capacity to positively influence clients and the value of health promotion skills. The intervention produced a positive attitudinal shift towards clients and an expressed intention to act in ways that were more person-centred and change oriented. Conclusions. The solution-focused education intervention appears to show promise as an intervention for enabling nurses to value their unique contribution to providing a health service that is more proactive and health-promoting. Relevance to clinical practice. Interactive education bringing psychosocial skills to technical nursing staff builds confidence, competence and more person-focused care.
Peer Reviewed Yes
Published Yes
Publisher URI http://www3.interscience.wiley.com/journal/118513605/home
Alternative URI http://dx.doi.org/10.1111/j.1365-2702.2008.02540.x
Volume 18
Issue Number 20
Page from 2838
Page to 2845
ISSN 0962-1067
Date Accessioned 2009-09-09
Date Available 2010-06-23T05:23:21Z
Language en_AU
Research Centre Behavioural Basis of Health; Centre for Health Practice Innovation; Griffith Health Institute; Griffith Institute for Educational Research
Faculty Faculty of Education
Subject Education
URI http://hdl.handle.net/10072/29405
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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