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dc.contributor.authorBillett, Stephenen_US
dc.contributor.authorMcAllister, M.en_US
dc.contributor.authorMoyle, Wendyen_US
dc.contributor.authorZimmer-Gembeck, Melanieen_US
dc.contributor.editorDawn Freshwateren_US
dc.date.accessioned2017-04-04T15:50:42Z
dc.date.available2017-04-04T15:50:42Z
dc.date.issued2009en_US
dc.date.modified2010-07-23T07:24:48Z
dc.identifier.issn13510126en_US
dc.identifier.doi10.1111/j.1365-2850.2008.01339.xen_AU
dc.identifier.urihttp://hdl.handle.net/10072/28601
dc.description.abstractSelf-harm is a risk factor for further episodes of self-harm and suicide. The most common service used by self-injurers is the emergency department. However, very often, nurses have received no special training to identify and address the needs of these patients. In addition this care context is typically biomedical and without psychosocial skills, nurses can tend to feel unprepared and lacking in confidence, particularly on the issue of self-harm. In a study that aimed to improve understanding and teach solution-focused skills to emergency nurses so that they may be more helpful with patients who self-harm, several outcome measures were considered, including knowledge, professional identity and clinical reasoning. The think-aloud procedure was used as a way of exploring and improving the solution-focused nature of nurses' clinical reasoning in a range of self-harm scenarios. A total of 28 emergency nurses completed the activity. Data were audiotaped, transcribed and analysed. The results indicated that significant improvements were noted in nurses' ability to consider the patients' psychosocial needs following the intervention. Thus this study has shown that interactive education not only improves attitude and confidence but enlarges nurses' reasoning skills to include psychosocial needs. This is likely to improve the quality of care provided to patients with mental health problems who present to emergency settings, reducing stigma for patients and providing the important first steps to enduring change - acknowledgment and respect.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent186390 bytes
dc.format.extent28538 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherWiley-Blackwell Publishersen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom121en_US
dc.relation.ispartofpageto128en_US
dc.relation.ispartofissue2en_AU
dc.relation.ispartofjournalJournal of Psychiatric and Mental Health Nursingen_US
dc.relation.ispartofvolume16en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchcode130399en_US
dc.titleUse of a think-aloud procedure to explore the relationship between clinical reasoning and solution-focused training in self-harm for emergency nursesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 2009 Wiley-Blackwell Publishing. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. The definitive version is available at www.interscience.wiley.comen_AU
gro.date.issued2009
gro.hasfulltextFull Text


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