Other Titles
Improving health in the psychiatric patient
Abstract
Background: Patients with co-existing substance use and mental disorder (dual diagnosis) have complex and challenging care needs. They have an increased risk of homicide, suicide, homelessness, incarceration, multiple admissions and infectious diseases such as hepatitis C and HIV. Acute psychiatric care settings play a vital role in providing services for dual diagnosis patients who often do not voluntarily seek treatment. There is evidence that nurses working in these settings often have unmet learning needs regarding dual diagnosis care, posing a challenge to nursing practice with this clientele. This is significant in that recent data reveals that 57% of the psychiatric inpatients at an inner city hospital in Vancouver, Canada are characterized as dual diagnosis.
Purpose: To develop and pilot an educational module which will equip nurses with the skills and knowledge required to deliver evidence-based dual diagnosis care in acute psychiatric settings.
Methods: A survey of 74 nurses working in acute psychiatric settings was completed to identify their learning needs and challenges. This was followed by a comprehensive review of evidence from the literature to identify competencies, knowledge, and skills needed to deliver dual diagnosis care. Content for the educational module was then validated by a panel of leading international experts on dual diagnosis. Two focus groups of acute psychiatric nurses were then conducted to discuss content. After this, an 8 hour educational session was developed and piloted using the content that was reviewed and validated. Evaluation from 55 participants' of the educational session was collected and analyzed. Results: Thirteen content areas were identified and validated by experts. Evaluations from 55 participants of the educational session suggest improved knowledge, skills and competencies in dual diagnosis care.
Conclusion: This project translates evidence into practice, contributes to the body of knowledge on dual diagnosis care in acute psychiatric settings and improves nurses" confidence and competency in delivering evidence-based care which also will improve patient care outcomes and experiences.
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Acute Settings, Mental and Substance Use Disorder, Dual Diagnosis, Educational Module
Recommended Citation
Bonnie, Kofi, "Improving dual diagnosis care in acute psychiatric inpatient settings through education" (2017). INRC (Congress). 344.
https://www.sigmarepository.org/inrc/2017/presentations_2017/344
Conference Name
28th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Dublin, Ireland
Conference Year
2017
Rights Holder
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Acquisition
Proxy-submission
Improving dual diagnosis care in acute psychiatric inpatient settings through education
Dublin, Ireland
Background: Patients with co-existing substance use and mental disorder (dual diagnosis) have complex and challenging care needs. They have an increased risk of homicide, suicide, homelessness, incarceration, multiple admissions and infectious diseases such as hepatitis C and HIV. Acute psychiatric care settings play a vital role in providing services for dual diagnosis patients who often do not voluntarily seek treatment. There is evidence that nurses working in these settings often have unmet learning needs regarding dual diagnosis care, posing a challenge to nursing practice with this clientele. This is significant in that recent data reveals that 57% of the psychiatric inpatients at an inner city hospital in Vancouver, Canada are characterized as dual diagnosis.
Purpose: To develop and pilot an educational module which will equip nurses with the skills and knowledge required to deliver evidence-based dual diagnosis care in acute psychiatric settings.
Methods: A survey of 74 nurses working in acute psychiatric settings was completed to identify their learning needs and challenges. This was followed by a comprehensive review of evidence from the literature to identify competencies, knowledge, and skills needed to deliver dual diagnosis care. Content for the educational module was then validated by a panel of leading international experts on dual diagnosis. Two focus groups of acute psychiatric nurses were then conducted to discuss content. After this, an 8 hour educational session was developed and piloted using the content that was reviewed and validated. Evaluation from 55 participants' of the educational session was collected and analyzed. Results: Thirteen content areas were identified and validated by experts. Evaluations from 55 participants of the educational session suggest improved knowledge, skills and competencies in dual diagnosis care.
Conclusion: This project translates evidence into practice, contributes to the body of knowledge on dual diagnosis care in acute psychiatric settings and improves nurses" confidence and competency in delivering evidence-based care which also will improve patient care outcomes and experiences.