Applying Current Literature to Clinical Practice Psychiatric mental health nursing practice is one of the newest disciplines to be licensed to provide psychotherapy As such, the majority of psychotherapy research is centered on other disciplines such as psychology, social work, marriage/family therapy, art therapy, psychiatry, and mental health counseling. This makes it essential for you to be able to translate current literature from other disciplines into your own clinical practice. For this Assignment, you practice this skill by examining literature on group work and group therapy and considering its applicability to your own clients. Learning Objectives Students will: · Evaluate the application of current literature to clinical practice To prepare: · Review this week’s Learning Resources and reflect on the insights they provide on group work and group therapy. · Select one of the articles from the Learning Resources to evaluate for this Assignment. Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues. Assignment In a 5- to 10-slide PowerPoint presentation, address the following: · Provide an overview of the article you selected, including answers to the following questions: · What type of group was discussed? · Who were the participants in the group? Why were they selected? · What was the setting of the group? · How often did the group meet? · What was the duration of the group therapy? · What curative factors might be important for this group and why? · What “exclusion criteria” did the authors mention? · Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own client groups. If so, how? If not, why? · Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than a half page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your presentation with evidence-based literature. Learning Resources Required Readings Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer. · Chapter 11, “Group Therapy” (Review pp. 407–428.) Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books. Chapter 1, “The Therapeutic Factors” (pp. 1–18) Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books. Chapter 2, “Interpersonal Learning” (pp. 19–52) Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5t.

1. Applying Current Literature to Clinical Practice
Psychiatric mental health nursing practice is one of the newest
disciplines to be licensed to provide psychotherapy As such, the
majority of psychotherapy research is centered on other
disciplines such as psychology, social work, marriage/family
therapy, art therapy, psychiatry, and mental health counseling.
This makes it essential for you to be able to translate current
literature from other disciplines into your own clinical practice.
For this Assignment, you practice this skill by examining
literature on group work and group therapy and considering its
applicability to your own clients.
Learning Objectives
Students will:
· Evaluate the application of current literature to clinical
practice
To prepare:
· Review this week’s Learning Resources and reflect on the
insights they provide on group work and group therapy.
· Select one of the articles from the Learning Resources to
evaluate for this Assignment.
Note: In nursing practice, it is not uncommon to review current
literature and share findings with your colleagues. Approach
this Assignment as though you were presenting the information
to your colleagues.
Assignment
In a 5- to 10-slide PowerPoint presentation, address the
following:
· Provide an overview of the article you selected, including
answers to the following questions:
· What type of group was discussed?
· Who were the participants in the group? Why were they
selected?

2. · What was the setting of the group?
· How often did the group meet?
· What was the duration of the group therapy?
· What curative factors might be important for this group and
why?
· What “exclusion criteria” did the authors mention?
· Explain the findings/outcomes of the study in the article.
Include whether this will translate into practice with your own
client groups. If so, how? If not, why?
· Explain whether the limitations of the study might impact your
ability to use the findings/outcomes presented in the article.
Note: The presentation should be 5–10 slides, not including the
title and reference slides. Include presenter notes (no more than
a half page per slide) and use tables and/or diagrams where
appropriate. Be sure to support your work with specific
citations from the article you selected. Support your
presentation with evidence-based literature.
Learning Resources
Required Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced
practice psychiatric nurse: A how-to guide for evidence-based
practice. New York, NY: Springer.
· Chapter 11, “Group Therapy” (Review pp. 407–428.)
Yalom, I. D., & Leszcz, M. (2005). The theory and practice of
group psychotherapy (5th ed.). New York, NY: Basic Books.
Chapter 1, “The Therapeutic Factors” (pp. 1–18)
Yalom, I. D., & Leszcz, M. (2005). The theory and practice of
group psychotherapy (5th ed.). New York, NY: Basic Books.
Chapter 2, “Interpersonal Learning” (pp. 19–52)
Yalom, I. D., & Leszcz, M. (2005). The theory and practice of
group psychotherapy (5th ed.). New York, NY: Basic Books.

3. Chapter 3, “Group Cohesiveness” (pp. 53–76)
Leszcz, M., & Kobos, J. C. (2008). Evidence-based group
psychotherapy: Using AGPA's practice guidelines to enhance
clinical effectiveness. Journal of Clinical Psychology, 64(11),
1238–1260. doi:10.1002/jclp.20531
Marmarosh, C. L. (2014). Empirical research on attachment in
group psychotherapy: Moving the field forward. Psychotherapy,
51(1), 88–92. doi:10.1037/a0032523
Microsoft. (2017). Basic tasks for creating a PowerPoint
presentation. Retrieved from https://support.office.com/en-
us/article/Basic-tasks-for-creating-a-PowerPoint-2013-
presentation-efbbc1cd-c5f1-4264-b48e-c8a7b0334e36
Tasca, G. A. (2014). Attachment and group psychotherapy:
Introduction to a special section. Psychotherapy, 51(1), 53–56.
doi:10.1037/a0033015
.
Tasca, G. A., Francis, K., & Balfour, L. (2014). Group
psychotherapy levels of interventions: A clinical process
commentary. Psychotherapy, 51(1), 25–29.
doi:10.1037/a0032520
You will select one of the following articles on group therapy to
evaluate for this week’s Assignment.
Bélanger, C., Laporte, L., Sabourin, S., & Wright, J. (2015).
The effect of cognitive-behavioral group marital therapy on
marital happiness and problem solving self-appraisal. American
Journal of Family Therapy, 43(2), 103–118.
doi:10.1080/01926187.2014.956614
Himelhoch, S., Medoff, D., & Oyeniyi, G. (2007). Efficacy of

4. group psychotherapy to reduce depressive symptoms among
HIV-infected individuals: A systematic review and meta-
analysis. AIDS Patient Care & Stds, 21(10), 732–739.
doi:10.1089/apc.2007.0012
Pessagno, R. A., & Hunker, D. (2013). Using short-term group
psychotherapy as an evidence-based intervention for first-time
mothers at risk for postpartum depression. Perspectives in
Psychiatric Care, 49(3), 202–209. doi:10.1111/j.1744-
6163.2012.00350.x
Sayın, A., Candansayar, S., & Welkin, L. (2013). Group
psychotherapy in women with a history of sexual abuse: What
did they find helpful? Journal of Clinical Nursing, 22(23/24),
3249–3258. doi:10.1111/jocn.12168
Yildiran, H., & Holt, R. R. (2015). Thematic analysis of the
effectiveness of an inpatient mindfulness group for adults with
intellectual disabilities. British Journal of Learning Disabilities,
43(1), 49–54. doi:10.1111/bld.12085