SPS Specialist Study Programme Psychiatric Nursing

1. SPS Specialist Study ProgrammePsychiatric Nursing

2. Programme P PRESENTATION: Jane Lorentzen – study programme coordinator. Nurse, sociologist and head nurse for 14 years. Cand. Pæd.pæd. [MA Education] & Cand. Pæd. Soc. [MA Education and Social Science] Professional Master’s degree in management of institutions of higher education. Supervisor, from KemplerInstitute of Scandinavia. 20 years’ experience of clinical practice (closed, open and gerontology wards) psychiatric ward and home care, as well as teaching a wide range of professionals. Personal: married with three children and two step-children and eight grandchildren with the ninth on the way I find it fascinating to motivate people to want to do their very best and sometimes cross boundaries to acquire new skill-sets. The strategy for Region Zealand’s Specialist Study Programme is for 50% of all employed nurses to have received specialist training by 2025. This will make a difference to patients and to the nursing and care provided. Structure and objective of the specialist study programme Clinical cases are at the heart of the programme Group 19RS comprises 21 womenwho completed their study programme on 22 June 2017. Relationship between theory and practice

3. The study programme comprises four study phases

4. Children & Young People: specialist courses in Child and Adolescent Mental Health Services • Three three-day workshops will be held during the clinical phases. • Psychopathology, child and adolescent development, technical terms: Middelfart, 20–22 November 2017 • Patient involvement and treatment methods: Roskilde, 22–24 January 2018. • Interdisciplinary and intersectoral cooperation: Aarhus, 17–19 April 2018. Invitations and materials will be circulated 14 days in advance.

5. Recommended literature as basic textbooksfor Specialist Study Programme, group 20 RS • Buus N (Ed.) 2009. Psykiatrisk sygepleje [psychiatric nursing], The Danish Nurses’ Organization, Nyt Nordisk Forlag, Arnold Busck, Copenhagen. • Hummelvoll JK 2013. Helt – ikke stykkevis og delt [holistic – not piecemeal], Hans Reitzels Forlag, Copenhagen, 4th revised edition. • Hvass H & Jørgensen PS 2014. SYNOPSISEKSAMEN – og andre mundtlige eksamensformer med skriftligt materiale [synopsis exam and other oral exam forms with written material], Samfundslitteratur, 2nd edition. • Jørgensen, PS 2014. TALEGAVER – mundtlig formidling for studerende på videregående uddannelser [public speaking – verbal communication for students in higher education], Samfundslitteratur, 3rd edition. • Simonsen E & Møhl B (Ed.) 2017. Grundbog i psykiatri [basic psychiatry], Hans Reitzels Forlag, Copenhagen. • Mors, Nordentoft & Hagemann (2016) Klinisk psykiatri [clinical psychiatry], Munksgaard 4th edition.

6. Purpose and objective of the study programme The purpose of the specialist psychiatric nursing study programme is for the nurse to develop an advanced level of professional skills with a view to performing the role of specialist nurse in psychiatric nursing. The professional skills will equip the nurse with extensive knowledge and clinical skills, enabling the nurse to assume responsibility for overall quality, cooperation and coordination and to take the initiative to develop psychiatric nursing. The Specialist Psychiatric Nursing Study Programme seeks to reflect current clinical practice in mental health services. The specialist nurse is responsible for performing her/his duties in line with her/his authorisation as a nurse; cf. the Danish Act on Authorisation of Healthcare Professionals and on Professional Healthcare Activity (Lov om autorisation af sundhedspersoner og om sundhedsfaglig virksomhed).

7. View of a complex psychiatric study programmethat makes a difference in practice

8. Movingbetween the spheres of theory and practice Clinical cases from the nurse’s own work are central to learning throughout the study programme – we strive to link new knowledge and theory with the field of practice

9. Examples of clinical cases from the nurse’s own work: Nursing in relation to: • How can a psychiatric nurse motivate a patient to take up current healthcare provisions offered by the local authority? • How can the nurse encourage patients and their relatives to engage so that dialogue informs cooperation to bring about a cohesive care pathway for patients who make use of provisions from multiple sectors at the same time? • By investing him/herself in nursing, how can the nurse avoid stigmatising people with a mental disorder and boost their chances of recovery?

10. Selecting clinical cases • Continue to consider which clinical case you wish to work with and discuss this with your supervisor • Agree the clinical case at your planning meeting with your immediate supervisor • You may work with the same clinical case throughout the entire study programme, or with different or related cases

11. The functions and responsibilities of the specialist nurse Nurses undergoing advanced training will have knowledge, skill-sets and competencies in the following areas: • Clinical psychiatric nursing • Health education and communication • Quality development, interdisciplinary and intersectoral cooperation

12. The Specialist Study Programme • Not just a about acquiring new knowledge… • …but equally about applying new skill-sets and competencies in practice to ensure better-qualified professional nursing in complex situations

13. What skills are associated with advanced levels 6–7? • Awareness of current, relevant international research • Ability to assess, select and create new possibilities • Ability to handle higher degrees of complexity in clinical nursing • Demonstration of a higher degree of independence • Prioritising

14. How do I achieve this advanced level? • The study programme provides learning space • Ensuring progression throughout the study programme • Participation and independent work are essential to benefiting from the study programme • You have the central role in designing your study programme • Interplay of practice and theory

15. The Specialist Study Programme– studying while you work • For the year ahead, your supervisor has selected you: • To develop your clinical competencies as a psychiatric nurse • To contribute to the development of psychiatric nursing in your department for the benefit of patients, relatives and your colleagues

16. Working methods of the study programmein the theoretical phases • Collaborativelearning • Reflections and discussions • Group work and practical exercises/roleplay • Presentations • Feedback and peer feedback • Study group

17. Working methods of the study programmein the clinical phases During the clinical phases, participation in the nurse’s own work and working with complex clinical nursing cases based on: • Learning objectives for the current clinical study period • Working with a variety of skills development methods: direct observation, communication session, reflective reports, feedback discussion, self-assessment, 360-degree feedback, case-based discussion. • Working with clinical advisor, one hour per week

18. Working methods of the study programmein the clinical phases • Participation in hands-on clinical nursing • Putting oneself in situations that develop new competencies • Skills development methods • Planning and conducting study visits • Guidelines on working with your clinical advisor • Communicating psychiatric nursing

19. Relationship between theory and practice? Promoting clinical and theoretical learning transfer • Lifelong learning: need for willingness to change • Psychiatry as a learning space – on an everyday basis. • Everyday learning – tacit knowledge, on-the-job learning and mentoring, situated learning • Learning in working life, the reflective practician • The organisation as a learning space • Academic learning – the theoretical space

20. Lifelong learning • The concept of lifelong learning refers to ambitions to put learning into a wider context than schooling. (Johann Amos Comenius 1592) (Wikipedia 5.5.17.) • Societal demands for change and flexibility require all individuals to develop new competencies throughout their lifetime. • Lifelong learning is crucial for raising the bar of education and enhancing competitiveness and cohesiveness in Danish society. 2007 Bertel Haarder.

21. Psychiatry as a learning space – making each working day into a day of study Inspiration from CUK • Clarify the day’s tasks • Consider which tasks are learning tasks • The day’s learning and training objectives • Arrange evaluation before performing the task • Clear rescue plan: Plan B, Plan C, in relation to the safety of patients and colleagues. • The student summarises what has been agreed • What worked well? What made a positive difference? Were you in doubt about anything? What will you remember next time?

22. Everyday learning • Everyday learning as the kind of learning that takes place informally and apparently randomly in everyday life as you move around between locations without consciously focusing on learning anything in particular, but you are usually busy trying to make everything work and being involved to one extent or another. (Illeris p. 140.1999). • Polanyi 1966 speaks of the tacit dimension – acquiring tacit knowledge. The concept refers to the fact that people may be in possession of knowledge even if that knowledge has not been or cannot be put into words. (Illeris p. 141.1999)

23. Learning in working life, and on-the-job learning • Learning in the organisation is characterised by the goals and nature of the organisation. Argyris & Schön 1996. • Legitimate peripheral participation – the learner participates in and learns through a community of practicians, where all parties accept and are keen for the learner to start in an outlying position and gradually, through participation in more and more community activities, including cognitively, psychodynamically and socially, to learn what the community is working with, and thereby gradually gain a more central position and ultimately become a fully fledged member of the community. Lave & Wenger 1991.

24. The reflective practician – the specialist nurse • Reflection on action + reflection in practice • Schön emphasises how professionals reflect while they act, based on their practical knowledge. He regards professional practice from the vantage point of formulating problems. He focuses on how, as a professional, you can learn to navigate artistically in complex “marshy landscapes” characterised by divergence (teaching) and how, based on reflection in action, you construct new theories in relation to practice (Schön p.43 2001 ). • Problem formulation is a process by which, interactively, we put a name to the things we intend to pay attention to and define the context in which we intend to do so (Schön p. 45 2001).

25. The four theoretical phases • The table shows each phase of the study programme – a range of different learning opportunities • The student must prepare proactively and plan ahead based on his/her learning objectives • All the teaching aims to inspire the students to study and prepare • The student must be proactive in the theoretical space • “Analysis, discussion and assessment provide new perspectives on clinical issues”, p. 4, study programme scheme. 03/03/2017