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

Margaret McAllister; W Moyle; S Billett; M Zimmer-Gembeck

doi:10.1111/j.1365-2702.2008.02540.x

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

Journal article

Peer reviewed

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

Margaret McAllister, W Moyle, S Billett and M Zimmer-Gembeck

Journal of Clinical Nursing, Vol.18(20), pp.2838-2845

2009

DOI: https://doi.org/10.1111/j.1365-2702.2008.02540.x

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Abstract

accident and emergency

education and practice development

evaluation research

health promotion

mental health

qualitative study

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 = 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.

Details

Title: ‘I can actually talk to them now’: qualitative results of an educational intervention for emergency nurses caring for clients who self-injure
Authors: Margaret McAllister (Author) - University of the Sunshine Coast - Faculty of Science, Health and Education
W Moyle (Author) - Griffith University
S Billett (Author) - Griffith University
M Zimmer-Gembeck (Author) - Griffith University
Publication details: Journal of Clinical Nursing, Vol.18(20), pp.2838-2845
Publisher: Wiley-Blackwell Publishing Ltd.
Date published: 2009
DOI: 10.1111/j.1365-2702.2008.02540.x
ISSN: 0962-1067
Organisation Unit: University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99449518602621
Output Type: Journal article

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