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Full-Text Articles in Medicine and Health Sciences
Recommended Actions For Improved Care Transitions: Mental Ilnesses And/Or Substance Use Disorders, Chris Walker, Paul Goering, Cathy Brouwer, Kathy Knight, Karen Lloyd, Terry W. Crowson, Michael A. Trangle, Paul Davis, Jennifer Mcnertney, Sue Abderholden, Nancy Houlton, Kathy Cummings, Joann Foreman
Recommended Actions For Improved Care Transitions: Mental Ilnesses And/Or Substance Use Disorders, Chris Walker, Paul Goering, Cathy Brouwer, Kathy Knight, Karen Lloyd, Terry W. Crowson, Michael A. Trangle, Paul Davis, Jennifer Mcnertney, Sue Abderholden, Nancy Houlton, Kathy Cummings, Joann Foreman
Articles
The transition period between care settings is the most vulnerable time for patients and their caregivers. The unique vulnerabilities for patients with mental illnesses such as depression, mania, anxiety, schizophrenia and/or substance use disorders* heighten the need for coordinated transitions and aftercare. In 2010, depression was the fourth diagnosis by volume for readmissions in Minnesota according to the Potentially Preventable Readmissions data collected by the Minnesota Hospital Association.
Constructivism Applied To Psychiatric–Mental Health Nursing: An Alternative To Supplement Traditional Clinical Education, Michelle Hampton
Constructivism Applied To Psychiatric–Mental Health Nursing: An Alternative To Supplement Traditional Clinical Education, Michelle Hampton
Faculty Publications
With the popularity of accelerated pre‐licensure nursing programmes and the growth in nursing student enrolments, traditional clinical education continues to be a challenge to deliver. Nursing faculty members are required to develop and implement educational innovations that achieve effective learning outcomes, while using fewer resources. The purpose of this qualitative study was to explore the effectiveness of a constructivism‐based learning project to achieve specific learning outcomes and to supplement approximately 30 clinical hours in a psychiatric–mental health nursing course. Students participated in a 10‐week, multistage project that examined life histories, treatment resources, and evidence‐based practice, as applied to a single …