This document describes how case-based learning can improve management of major depression in primary care settings. It notes that about 1 in 4 adults have a mental disorder each year but primary care physicians often lack training to address these issues. Clinical depression is commonly underdiagnosed and untreated. The document then introduces a case-based learning model to help close these gaps by using an interactive online case study of a woman dealing with depression. The case unfolds over time and allows learners to make treatment decisions to improve their management of depression.
Research Sahaja Yoga Meditation and Medicineioana_ip
This document describes a study that evaluated a seminar providing general practitioners (GPs) training in meditation skills. 299 GPs attended a 1-hour lecture on wellbeing and a 45-minute meditation skills session. Measures taken before and after included the Kessler Psychological Distress Scale (K10) and a personal experience rating scale. Results found a significant decrease in K10 scores, indicating lower psychological distress, and most GPs reported improved mental calmness and lower stress. The study suggests meditation training for GPs can effectively help reduce stress and promote mental wellbeing.
The Attentional Blink Paradigm in Individuals with High and Low Levels of Dep...Hannah Skinner
Individuals with high levels of depression and anxiety were tested using the Attentional Blink paradigm with a rapid serial visual presentation task containing emotionally valenced target images. Results found attentional biases for symptoms of both depression and anxiety, independently and together, across accuracy, reaction times, and pupil dilation measures. The data suggests both similarities and differences in how anxiety and depression symptoms impact attentional biases toward emotional stimuli.
The study examined the effects of internal and external mindfulness tasks on focus of attention and anxiety. Undergraduate students were randomly assigned to complete either an internal mindfulness progressive muscle relaxation task or an external attention training task. Both tasks similarly reduced cognitive and somatic anxiety, contrary to predictions. However, the tasks differentially affected focus of attention as predicted, with the internal task increasing self-focus and the external task increasing external focus. The results suggest internal and external mindfulness are equally effective at reducing anxiety, but influence focus of attention differently, with external mindfulness potentially reducing self-focused attention linked to anxiety.
This document discusses different types of prevention and enhancement in psychology. It defines:
1) Primary prevention as actions taken to reduce the likelihood of future problems by targeting populations not yet experiencing issues. This can be universal or selective.
2) Secondary prevention as psychotherapy interventions aimed at eliminating or reducing problems once they appear.
3) Primary enhancement as efforts to establish optimal functioning and satisfaction, either through pleasure/needs or effective goal pursuit.
4) Secondary enhancement as augmenting positive levels to reach ultimate performance and satisfaction, such as through meaning in life.
This document outlines an 8-session group psychoeducation program to teach inmates with serious mental illness skills to manage negativity in prison. The program aims to help inmates examine how their negativity can be debilitating and develop coping skills. It is presented as a structured class format rather than traditional group therapy. The goals are to help inmates adjust to prison rather than expecting the environment to adjust to them. Each session builds on the last to cumulatively develop a positive learning experience and new skills for managing stressors, identifying strengths, making decisions, and minimizing the impact of negative situations. The program is intended to be used alongside other mental health treatments to comprehensively address negativity that stems from incarceration.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational from sudden events, or adventitious from unanticipated disasters.
3. The goal of crisis intervention is to help individuals reduce distress, solve problems, and improve coping to resolve the crisis and prevent long term issues. This involves assessment, planning intervention, implementing techniques, and evaluating resolution.
This article examines the preliminary psychometrics of a newly developed measure of the group therapy alliance called the Group Session Rating Scale (GSRS). The study tested 105 clients in substance abuse group therapy. Results provided support for the reliability and validity of the GSRS, showing it measured a single factor related to other measures of group process and predicted early change over the first four therapy sessions. The findings suggest the GSRS may be a useful ultra-brief tool for therapists to assess the group therapy alliance and identify clients at risk for poor outcomes.
Re-submit 7711565 - Does positive rumination predict resilienceMolly Tuck
This study aimed to determine if positive rumination predicts psychological resilience in undergraduate students. 30 students completed questionnaires measuring positive rumination, problem solving, social support, emotional regulation, and resilience. A multiple regression found positive rumination did not predict resilience. Problem solving was the strongest predictor of resilience. While preliminary, these results suggest enhancing problem solving may increase resilience more than positive rumination. Further research with larger, more diverse samples is needed to better understand the relationship between positive rumination and resilience.
Research Sahaja Yoga Meditation and Medicineioana_ip
This document describes a study that evaluated a seminar providing general practitioners (GPs) training in meditation skills. 299 GPs attended a 1-hour lecture on wellbeing and a 45-minute meditation skills session. Measures taken before and after included the Kessler Psychological Distress Scale (K10) and a personal experience rating scale. Results found a significant decrease in K10 scores, indicating lower psychological distress, and most GPs reported improved mental calmness and lower stress. The study suggests meditation training for GPs can effectively help reduce stress and promote mental wellbeing.
The Attentional Blink Paradigm in Individuals with High and Low Levels of Dep...Hannah Skinner
Individuals with high levels of depression and anxiety were tested using the Attentional Blink paradigm with a rapid serial visual presentation task containing emotionally valenced target images. Results found attentional biases for symptoms of both depression and anxiety, independently and together, across accuracy, reaction times, and pupil dilation measures. The data suggests both similarities and differences in how anxiety and depression symptoms impact attentional biases toward emotional stimuli.
The study examined the effects of internal and external mindfulness tasks on focus of attention and anxiety. Undergraduate students were randomly assigned to complete either an internal mindfulness progressive muscle relaxation task or an external attention training task. Both tasks similarly reduced cognitive and somatic anxiety, contrary to predictions. However, the tasks differentially affected focus of attention as predicted, with the internal task increasing self-focus and the external task increasing external focus. The results suggest internal and external mindfulness are equally effective at reducing anxiety, but influence focus of attention differently, with external mindfulness potentially reducing self-focused attention linked to anxiety.
This document discusses different types of prevention and enhancement in psychology. It defines:
1) Primary prevention as actions taken to reduce the likelihood of future problems by targeting populations not yet experiencing issues. This can be universal or selective.
2) Secondary prevention as psychotherapy interventions aimed at eliminating or reducing problems once they appear.
3) Primary enhancement as efforts to establish optimal functioning and satisfaction, either through pleasure/needs or effective goal pursuit.
4) Secondary enhancement as augmenting positive levels to reach ultimate performance and satisfaction, such as through meaning in life.
This document outlines an 8-session group psychoeducation program to teach inmates with serious mental illness skills to manage negativity in prison. The program aims to help inmates examine how their negativity can be debilitating and develop coping skills. It is presented as a structured class format rather than traditional group therapy. The goals are to help inmates adjust to prison rather than expecting the environment to adjust to them. Each session builds on the last to cumulatively develop a positive learning experience and new skills for managing stressors, identifying strengths, making decisions, and minimizing the impact of negative situations. The program is intended to be used alongside other mental health treatments to comprehensively address negativity that stems from incarceration.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational from sudden events, or adventitious from unanticipated disasters.
3. The goal of crisis intervention is to help individuals reduce distress, solve problems, and improve coping to resolve the crisis and prevent long term issues. This involves assessment, planning intervention, implementing techniques, and evaluating resolution.
This article examines the preliminary psychometrics of a newly developed measure of the group therapy alliance called the Group Session Rating Scale (GSRS). The study tested 105 clients in substance abuse group therapy. Results provided support for the reliability and validity of the GSRS, showing it measured a single factor related to other measures of group process and predicted early change over the first four therapy sessions. The findings suggest the GSRS may be a useful ultra-brief tool for therapists to assess the group therapy alliance and identify clients at risk for poor outcomes.
Re-submit 7711565 - Does positive rumination predict resilienceMolly Tuck
This study aimed to determine if positive rumination predicts psychological resilience in undergraduate students. 30 students completed questionnaires measuring positive rumination, problem solving, social support, emotional regulation, and resilience. A multiple regression found positive rumination did not predict resilience. Problem solving was the strongest predictor of resilience. While preliminary, these results suggest enhancing problem solving may increase resilience more than positive rumination. Further research with larger, more diverse samples is needed to better understand the relationship between positive rumination and resilience.
Impact of stress management by development of emotional intelligence in cmts,...prjpublications
This study examined the impact of an 8-week stress management program using behavioral interventions on the emotional intelligence and stress levels of 186 executives at BSNL, Tamil Nadu, India. The executives were randomly assigned to experimental and control groups. The experimental group received behavioral interventions targeting stress management skills and emotional intelligence, while the control group did not receive any intervention. Measures of somatic symptoms, psychological symptoms, stress resilience, emotional intelligence, and stress level were administered before and after the intervention. Results showed the experimental group had greater improvements in stress management skills, emotional intelligence, and reduced stress levels compared to the control group after the intervention.
Worry, Rumination and Repetitive Thinking: Special Interest GroupState of Mind
This document discusses repetitive negative thinking (RNT) such as worry and rumination, which are transdiagnostic processes across many disorders. It focuses on how cognition and metacognition contribute to RNT and clinical disorders like generalized anxiety disorder (GAD). Cognition involves constructs like intolerance of uncertainty, while metacognition involves beliefs about the nature of one's thinking. Research shows both are involved in GAD, with intolerance of uncertainty initiating worry and negative metacognitive beliefs about uncontrollability and danger maintaining it. Targeting both cognition and metacognition may most effectively reduce RNT and associated disorders.
Assessment Of Fear Avoidance In Chronic Pain - Dr Johan W S Vlaeyenepicyclops
Lecture given to the North British Pain Association on 16th May 2008 by Dr Johan Vlaeyen. In this talk, Dr Vlaeyen discusses the mechanisms, assessment and treatment of fear avoidance in patients with chronic pain. Edinburgh, UK. www.nbpa.org.uk
This document proposes and describes a resiliency program for the military based on Lazarus' model of stress and coping. The program aims to prevent trauma-induced stress by incorporating cognitive training into existing resiliency programs. The document reviews literature on past resiliency programs, Lazarus' model, and the need for cognitive aspects. It then describes the proposed program's purpose, sample, instruments, study design, and evaluation methods. Expected findings and implications are discussed. The program aims to train service members' cognition to better appraise threats and cope with trauma to prevent PTSD.
This document discusses whether HeartMath is more beneficial than traditional meditation for reducing therapist burnout. It introduces HeartMath as an alternative mindfulness technique that focuses on heart rate variability. While traditional meditation takes weeks to learn, HeartMath can provide benefits after just 1-2 weeks of practice by first creating physiological coherence that leads to cognitive and emotional benefits. These benefits include reduced stress and anxiety, improved emotional regulation, and increased empathy and job satisfaction. However, more research is still needed to directly compare the benefits of HeartMath versus traditional meditation techniques for social workers and determine if HeartMath offers any advantages in time efficiency or effectiveness.
This document provides an overview of the history and development of crisis intervention. It discusses key events and movements that shaped the field, including the establishment of the first crisis hotline in 1906. It also outlines several theories of crisis intervention, models for responding to crises, and important characteristics of effective crisis workers. The document indicates crisis intervention has evolved from grassroots movements to a specialized area within mental health and discusses factors that influenced this transition.
This document discusses integrating cognitive behavioral therapy (CBT) and biofeedback interventions. It proposes a model for how biofeedback practitioners can incorporate CBT elements at both the macro and micro levels of treatment. At the macro level, it suggests how CBT concepts and techniques can be integrated into the various stages of biofeedback training, from the initial acquaintance stage to the termination stage. At the micro level, it outlines a session structure that divides each session into phases that alternate between biofeedback exercises and verbal discussions, allowing cognitions to be identified and discussed. The goal is to make biofeedback training more sophisticated by addressing cognitive and emotional factors, not just physiological responses.
This document discusses crisis and crisis intervention. It defines a crisis as an event or situation that exceeds one's coping abilities. The objectives are to understand crisis and intervention, comprehend crisis elements, understand crisis intervention purposes, and know intervention types. Crisis intervention aims to rapidly resolve the immediate crisis, prevent deterioration, and promote growth. The ABC model is described as a directive, nondirective, or collaborative approach depending on the situation. Questioning, summarizing, paraphrasing, and reflecting feelings are important skills in crisis intervention. The intervention process involves identifying the problem, nature of the crisis, perceptions, functioning, and pre-crisis level. Conditions like suicide and substance abuse should be assessed. Educational and reframing statements can help
The document discusses the MEMOTEXT mobile health experience and methodology. It describes MEMOTEXT as a methodology for designing condition-specific interventions using iterative assessment and individualized communications. The methodology integrates behavioral models and persuasive methods with patient education and support. Outcomes data shows improved medication adherence and patient outcomes. Challenges include patient recruitment and adoption of new technologies. The key is providing evidence-based personalized interventions to drive behavior change.
How the brain heals emotional wounds the functional neuroanatomy of forgivene...Elsa von Licy
This study used fMRI to examine the brain regions involved in forgiveness. Participants imagined hurtful social scenarios and were instructed to either forgive or harbor a grudge towards the imagined offender. Forgiveness was associated with greater subjective relief and activation in brain regions involved in theory of mind, empathy, and cognitive regulation of emotion, including the precuneus, right inferior parietal lobe, and dorsolateral prefrontal cortex. The results suggest these regions support reappraisal-driven forgiveness by helping to inhibit aggressive reactions and restore emotional balance following an interpersonal offense.
This document summarizes an evidenced-based program called "CONNECTIONS" that aims to engage persons diagnosed with dementia in meaningful daily activities. The program trains caregivers to implement strength-based activities at home through home visitation and activity toolkits. Preliminary data found that most participants engaged well in selected activities, and caregivers felt more confident structuring home activities. Future work includes further data analysis, training manuals, and expanding community partnerships to evaluate and adapt the program.
The document discusses the role of the registered nurse in patient education. It outlines that the nurse should identify the patient's learning needs and use appropriate teaching strategies. [END SUMMARY]
This document discusses applying health behavior theories to increase community engagement in disaster preparedness. It summarizes three key theories: the Health Belief Model focuses on perceived susceptibility, severity and benefits of preparedness. Social Cognitive Theory examines self-efficacy and observational learning. The Transtheoretic Model looks at readiness to change through stages from pre-contemplation to maintenance. The document advocates understanding individual and community motivations to overcome objections and empower engagement in preparedness planning.
The biopsychosocial model considers biological, psychological, and social factors that influence health. It aims to treat the whole person rather than just symptoms. This leads doctors to consider relationships, lifestyle, environment, and preventative care alongside medical treatment. However, challenges include poverty, behaviors like misusing antibiotics, and lack of access to healthcare.
The document discusses several theories related to nursing processes:
1. Orlando's nursing process theory focuses on the dynamic nurse-patient relationship and how nurses can meet patients' immediate needs through understanding their verbal and nonverbal behaviors.
2. Benner's stages of clinical competence describes how nurses develop from novice to expert through experiences in various clinical situations.
3. Wiedenbach's prescriptive theory of nursing defines the nurse's role and responsibility in caring for patients by developing a prescription or care plan based on the patient's autonomy and individuality.
4. Fitzpatrick's nursing classification theory centered around developing a standardized system for classifying nursing diagnoses, interventions, and outcomes.
Psychosocial rehabilitation (PSR) is a process that facilitates individuals with mental impairments or disabilities to reach their optimal level of independent functioning in the community. PSR involves occupational therapists, psychiatrists, nurses, social workers, rehabilitation counselors, and clinical psychologists who provide structured activities, case management, medications, and therapy. Activities in PSR include psychoeducation, family intervention, social skills training, cognitive remediation, and job placement. PSR in Malaysia focuses on serving those with severe mental illnesses like schizophrenia and bipolar disorder through inpatient and community-based rehabilitation programs.
This document discusses clinical reasoning, which refers to the thinking and decision-making processes used in clinical practice. It defines clinical reasoning as a process where clinicians structure meaning, goals, and health strategies based on clinical data, patient choices, professional judgment, and knowledge. The document then outlines several models of clinical reasoning, including knowledge-reasoning integration, integrated patient-centered reasoning, hypothetico-deductive reasoning, and pattern recognition. It also discusses how clinical reasoning skills develop from novice to expert and the importance of knowledge, cognition, metacognition, narrative reasoning, and collaboration in clinical decision making.
Critical thinking and clinical reasoning are essential skills for nurses. There are three levels of critical thinking - basic, complex, and commitment. Critical thinking involves reflection, language skills, and intuition developed through experience. It also relies on general thinking competencies like the scientific method, problem solving, and decision making. Clinical reasoning uses these skills to gather patient information and decide on appropriate nursing interventions. A model by Kataoka-Yahiro and Saylor outlines five components of critical thinking for nursing judgement - knowledge base, experience, critical thinking competencies, attitudes, and standards.
Self-management support involves transforming the patient-caregiver relationship into a collaborative partnership. It also includes techniques and tools that help patients choose healthy behaviors to manage long-term conditions. The Chronic Care Model shows that supporting self-management through active follow-up, care coordination, and training patients can improve clinical outcomes and healthcare use. Research demonstrates that approaches focusing on self-efficacy, behavior change, and readiness to change work best to improve patient outcomes over simply providing information alone. Examples show that self-monitoring, goal setting, telephone support, and education can reduce hospitalizations and healthcare costs while improving self-care behaviors and health status.
On completing this chapter, you will be able to:
Describe alternative sources of evidence for nursing practice
Discuss Tradition, authority, Clinical experience, trail & error, assembled information,
Differentiate between Inductive & deductive reasoning
Explain disciplined research
Impact of stress management by development of emotional intelligence in cmts,...prjpublications
This study examined the impact of an 8-week stress management program using behavioral interventions on the emotional intelligence and stress levels of 186 executives at BSNL, Tamil Nadu, India. The executives were randomly assigned to experimental and control groups. The experimental group received behavioral interventions targeting stress management skills and emotional intelligence, while the control group did not receive any intervention. Measures of somatic symptoms, psychological symptoms, stress resilience, emotional intelligence, and stress level were administered before and after the intervention. Results showed the experimental group had greater improvements in stress management skills, emotional intelligence, and reduced stress levels compared to the control group after the intervention.
Worry, Rumination and Repetitive Thinking: Special Interest GroupState of Mind
This document discusses repetitive negative thinking (RNT) such as worry and rumination, which are transdiagnostic processes across many disorders. It focuses on how cognition and metacognition contribute to RNT and clinical disorders like generalized anxiety disorder (GAD). Cognition involves constructs like intolerance of uncertainty, while metacognition involves beliefs about the nature of one's thinking. Research shows both are involved in GAD, with intolerance of uncertainty initiating worry and negative metacognitive beliefs about uncontrollability and danger maintaining it. Targeting both cognition and metacognition may most effectively reduce RNT and associated disorders.
Assessment Of Fear Avoidance In Chronic Pain - Dr Johan W S Vlaeyenepicyclops
Lecture given to the North British Pain Association on 16th May 2008 by Dr Johan Vlaeyen. In this talk, Dr Vlaeyen discusses the mechanisms, assessment and treatment of fear avoidance in patients with chronic pain. Edinburgh, UK. www.nbpa.org.uk
This document proposes and describes a resiliency program for the military based on Lazarus' model of stress and coping. The program aims to prevent trauma-induced stress by incorporating cognitive training into existing resiliency programs. The document reviews literature on past resiliency programs, Lazarus' model, and the need for cognitive aspects. It then describes the proposed program's purpose, sample, instruments, study design, and evaluation methods. Expected findings and implications are discussed. The program aims to train service members' cognition to better appraise threats and cope with trauma to prevent PTSD.
This document discusses whether HeartMath is more beneficial than traditional meditation for reducing therapist burnout. It introduces HeartMath as an alternative mindfulness technique that focuses on heart rate variability. While traditional meditation takes weeks to learn, HeartMath can provide benefits after just 1-2 weeks of practice by first creating physiological coherence that leads to cognitive and emotional benefits. These benefits include reduced stress and anxiety, improved emotional regulation, and increased empathy and job satisfaction. However, more research is still needed to directly compare the benefits of HeartMath versus traditional meditation techniques for social workers and determine if HeartMath offers any advantages in time efficiency or effectiveness.
This document provides an overview of the history and development of crisis intervention. It discusses key events and movements that shaped the field, including the establishment of the first crisis hotline in 1906. It also outlines several theories of crisis intervention, models for responding to crises, and important characteristics of effective crisis workers. The document indicates crisis intervention has evolved from grassroots movements to a specialized area within mental health and discusses factors that influenced this transition.
This document discusses integrating cognitive behavioral therapy (CBT) and biofeedback interventions. It proposes a model for how biofeedback practitioners can incorporate CBT elements at both the macro and micro levels of treatment. At the macro level, it suggests how CBT concepts and techniques can be integrated into the various stages of biofeedback training, from the initial acquaintance stage to the termination stage. At the micro level, it outlines a session structure that divides each session into phases that alternate between biofeedback exercises and verbal discussions, allowing cognitions to be identified and discussed. The goal is to make biofeedback training more sophisticated by addressing cognitive and emotional factors, not just physiological responses.
This document discusses crisis and crisis intervention. It defines a crisis as an event or situation that exceeds one's coping abilities. The objectives are to understand crisis and intervention, comprehend crisis elements, understand crisis intervention purposes, and know intervention types. Crisis intervention aims to rapidly resolve the immediate crisis, prevent deterioration, and promote growth. The ABC model is described as a directive, nondirective, or collaborative approach depending on the situation. Questioning, summarizing, paraphrasing, and reflecting feelings are important skills in crisis intervention. The intervention process involves identifying the problem, nature of the crisis, perceptions, functioning, and pre-crisis level. Conditions like suicide and substance abuse should be assessed. Educational and reframing statements can help
The document discusses the MEMOTEXT mobile health experience and methodology. It describes MEMOTEXT as a methodology for designing condition-specific interventions using iterative assessment and individualized communications. The methodology integrates behavioral models and persuasive methods with patient education and support. Outcomes data shows improved medication adherence and patient outcomes. Challenges include patient recruitment and adoption of new technologies. The key is providing evidence-based personalized interventions to drive behavior change.
How the brain heals emotional wounds the functional neuroanatomy of forgivene...Elsa von Licy
This study used fMRI to examine the brain regions involved in forgiveness. Participants imagined hurtful social scenarios and were instructed to either forgive or harbor a grudge towards the imagined offender. Forgiveness was associated with greater subjective relief and activation in brain regions involved in theory of mind, empathy, and cognitive regulation of emotion, including the precuneus, right inferior parietal lobe, and dorsolateral prefrontal cortex. The results suggest these regions support reappraisal-driven forgiveness by helping to inhibit aggressive reactions and restore emotional balance following an interpersonal offense.
This document summarizes an evidenced-based program called "CONNECTIONS" that aims to engage persons diagnosed with dementia in meaningful daily activities. The program trains caregivers to implement strength-based activities at home through home visitation and activity toolkits. Preliminary data found that most participants engaged well in selected activities, and caregivers felt more confident structuring home activities. Future work includes further data analysis, training manuals, and expanding community partnerships to evaluate and adapt the program.
The document discusses the role of the registered nurse in patient education. It outlines that the nurse should identify the patient's learning needs and use appropriate teaching strategies. [END SUMMARY]
This document discusses applying health behavior theories to increase community engagement in disaster preparedness. It summarizes three key theories: the Health Belief Model focuses on perceived susceptibility, severity and benefits of preparedness. Social Cognitive Theory examines self-efficacy and observational learning. The Transtheoretic Model looks at readiness to change through stages from pre-contemplation to maintenance. The document advocates understanding individual and community motivations to overcome objections and empower engagement in preparedness planning.
The biopsychosocial model considers biological, psychological, and social factors that influence health. It aims to treat the whole person rather than just symptoms. This leads doctors to consider relationships, lifestyle, environment, and preventative care alongside medical treatment. However, challenges include poverty, behaviors like misusing antibiotics, and lack of access to healthcare.
The document discusses several theories related to nursing processes:
1. Orlando's nursing process theory focuses on the dynamic nurse-patient relationship and how nurses can meet patients' immediate needs through understanding their verbal and nonverbal behaviors.
2. Benner's stages of clinical competence describes how nurses develop from novice to expert through experiences in various clinical situations.
3. Wiedenbach's prescriptive theory of nursing defines the nurse's role and responsibility in caring for patients by developing a prescription or care plan based on the patient's autonomy and individuality.
4. Fitzpatrick's nursing classification theory centered around developing a standardized system for classifying nursing diagnoses, interventions, and outcomes.
Psychosocial rehabilitation (PSR) is a process that facilitates individuals with mental impairments or disabilities to reach their optimal level of independent functioning in the community. PSR involves occupational therapists, psychiatrists, nurses, social workers, rehabilitation counselors, and clinical psychologists who provide structured activities, case management, medications, and therapy. Activities in PSR include psychoeducation, family intervention, social skills training, cognitive remediation, and job placement. PSR in Malaysia focuses on serving those with severe mental illnesses like schizophrenia and bipolar disorder through inpatient and community-based rehabilitation programs.
This document discusses clinical reasoning, which refers to the thinking and decision-making processes used in clinical practice. It defines clinical reasoning as a process where clinicians structure meaning, goals, and health strategies based on clinical data, patient choices, professional judgment, and knowledge. The document then outlines several models of clinical reasoning, including knowledge-reasoning integration, integrated patient-centered reasoning, hypothetico-deductive reasoning, and pattern recognition. It also discusses how clinical reasoning skills develop from novice to expert and the importance of knowledge, cognition, metacognition, narrative reasoning, and collaboration in clinical decision making.
Critical thinking and clinical reasoning are essential skills for nurses. There are three levels of critical thinking - basic, complex, and commitment. Critical thinking involves reflection, language skills, and intuition developed through experience. It also relies on general thinking competencies like the scientific method, problem solving, and decision making. Clinical reasoning uses these skills to gather patient information and decide on appropriate nursing interventions. A model by Kataoka-Yahiro and Saylor outlines five components of critical thinking for nursing judgement - knowledge base, experience, critical thinking competencies, attitudes, and standards.
Self-management support involves transforming the patient-caregiver relationship into a collaborative partnership. It also includes techniques and tools that help patients choose healthy behaviors to manage long-term conditions. The Chronic Care Model shows that supporting self-management through active follow-up, care coordination, and training patients can improve clinical outcomes and healthcare use. Research demonstrates that approaches focusing on self-efficacy, behavior change, and readiness to change work best to improve patient outcomes over simply providing information alone. Examples show that self-monitoring, goal setting, telephone support, and education can reduce hospitalizations and healthcare costs while improving self-care behaviors and health status.
On completing this chapter, you will be able to:
Describe alternative sources of evidence for nursing practice
Discuss Tradition, authority, Clinical experience, trail & error, assembled information,
Differentiate between Inductive & deductive reasoning
Explain disciplined research
This document discusses the importance of research in developing nursing theory and practice. It covers several key topics:
1) It describes seven ways of acquiring knowledge in nursing including traditions, authority, borrowing, trial and error, personal experience, role modeling, and intuition.
2) It discusses the benefits and risks of conducting nursing research including improving patient care and expanding knowledge while also posing risks to subjects.
3) It outlines the different types of research like experimental, nonexperimental, and qualitative designs and explains the anatomy of a research study.
4) It emphasizes the role of evidence-based practice and the importance of critically evaluating research to integrate findings into nursing care.
This document discusses the importance of research in developing nursing theory and practice. It covers several key topics:
1) It describes seven ways of acquiring knowledge in nursing including traditions, authority, borrowing, trial and error, personal experience, role modeling, and intuition.
2) It discusses the benefits and risks of conducting nursing research including improving patient care and expanding knowledge while also posing risks to subjects.
3) It outlines the different types of research like exploratory, descriptive, experimental and nonexperimental research.
The document summarizes research on intelligence and theories of intelligence. It discusses definitions of intelligence, intelligence tests like the Binet Tests and Wechsler Scales, and theories of intelligence including Sternberg's Triarchic Theory and Gardner's Theory of Multiple Intelligences. It also covers controversies around the influence of heredity and environment on intelligence scores and group comparisons. The key topics are definitions of intelligence, intelligence testing history, and debates around the nature and measurement of intelligence.
Cognitive behavioural therapy developed from the integration of cognitive and behavioural theories and techniques to treat psychiatric disorders. It is based on the core concepts that maladaptive cognitions influence dysfunctional emotions and behaviours, and aims to identify and modify cognitive distortions and errors through techniques like Socratic questioning, behavioural experiments, and cognitive restructuring. CBT is now an evidence-based treatment approach used across various mental health conditions through structured assessment, formulation of individual cases, and application of cognitive and behavioural techniques.
Aaron Beck developed cognitive therapy, which emphasizes recognizing and changing negative thoughts and maladaptive beliefs. The theoretical assumptions of cognitive therapy are that people's internal communications can be accessed through introspection, clients' beliefs have personal meanings that can be discovered by the client rather than interpreted by the therapist. Basic principles of cognitive therapy include addressing arbitrary inferences, selective abstractions, overgeneralization, magnification and minimization, personalization, labeling and mislabeling, and dichotomous thinking. Effective cognitive therapists establish empathy and a therapeutic alliance while using cognitive and behavioral strategies through Socratic questioning to guide clients in self-discovery and change.
This document describes a study that used Appreciative Inquiry (AI) to promote collaborative working between care home staff and healthcare practitioners in end-of-life care. The study found that care home and primary care staff expressed uncertainty in providing end-of-life care for older adults with dementia and had few opportunities for collaborative working. The AI intervention involved three meetings in three care homes to share stories of excellent collaborative care, develop shared goals, and create tools to support end-of-life discussions and care. The process enabled participants to develop scripts for discussing end-of-life wishes and a tool for discussions with out-of-hours services.
Hildegard Peplau developed the theory of interpersonal relations, which focuses on the nurse-patient relationship. The theory views nursing as an interpersonal process involving interaction between nurse and patient with a common goal. It outlines 4 phases of the nurse-patient relationship: orientation, identification, exploitation, and resolution. When implemented effectively, the theory aims to help patients learn and grow through improved communication and understanding between nurse and patient.
This document provides information on guidance and counseling. It defines guidance as assistance to help individuals manage their lives, make decisions, and solve problems. Counseling is defined as a purposeful relationship where a troubled individual receives aid to resolve issues. The document discusses various principles, needs, trends, issues, approaches, techniques and processes involved in guidance and counseling. It emphasizes that counseling vulnerable groups requires special skills due to sensitive nature of issues like abuse.
Similar to Using a case-based context to improve healthcare: Improving depression management in primary care (20)
2. • About one in four adults
suffer from a diagnosable
mental disorder in a given year
• 70% of primary care visits
stem from psychosocial issues
3. • Most patients with mental
health issues access the health
system through primary care
• Most primary care physicians
lack the time or have not been
trained to address the range of
psychosocial issues presented
4. • Clinical depression is often
undiagnosed and undertreated
because symptoms go
unrecognized in the context of
multiple physical problems
5. • No biological tests confirm major depression
• Other disorders need to be ruled out before
diagnosing major depressive disorder, but the
differential diagnoses list is long
6. • It is estimated that 80%
of depression cases go
undiagnosed and
untreated
9. I cannot teach anybody
anything, I can only make them
think .
― Socrates
10. Narrative Setting
• Research shows the
human brain has a
natural affinity for
narrative construction,
remembering facts more
accurately if encountered
in a story than in a list
• This program
challenges physicians to
gather information in
order to make
meaningful decisions in
real-life depression care
Carey, B (2007) This is your life (and How you Tell it). New York Times. Melanie Green http://www.unc.edu/”mcgreen/research.html
11. Compelling Story Line
• Effective cases tell
compelling stories and
focus on key issues
• Major depression
affects twice as many
women as men, is
most prevalent in
women before
menopause, and is
more common in
obese women
• Lissette: a 47 year old
perimenopausal
woman with a BMI of
34
12. Built on Dialogue
• Effective cases use
the characters’
dialogue to tell the
story
• Diagnosing
depression is an
evaluative notion,
usually created via the
process of dialogue
13. Interactive
• Studies show
interactivity –
mutual action
between the learner,
the learning system,
and the learning
material – has a
strong effect on
learning (Stanford
1990)
14. Unfolds Over Time
Six Months • Effective case
After Major Depressive studies unfold over
Disorder Diagnosis
time
• The median duration
of major depression is
23 weeks and often
requires ongoing
medical care to
achieve remission and
prevent relapse
15. Active Discovery
• Effective case
studies place learners
in a simulated situation
and help them acquire
the decision-making
and critical-thinking
skills needed
• Depression
management requires
active discovery,
analysis, interpretation
and problem-solving
16. Branching Diagnosis
Dysthymia
of Content Bipolar Disorders
Hyperphagia Comorbidities
Posttraumatic Stress
• Effective cases Differential Diagnosis Anxiety Disorders
provide an active
role in the learning
process Patient Compliance Patient Education
• Diagnosing and
treating depression Exercise Therapy
can take a path of
exploration over
time and must be Intervention Informed Consent
individualized to
each patient
Pharmacotherapy Psychotherapy Combination therapy
17. Guided Exploration
• Effective cases
clearly state and
illuminate the
dilemma without
resolving it
• Depression
management often
takes a collaborative
or integrated
approach
18. Goal Alignment
• Effective cases
closely align with
OBJECTIVES: overall instructional
At the end of this online enduring material,
participants should be able to: objectives
• Demonstrate how objective and subjective complexity • As depression
indicators can be used for major depressive disorder care
in women remains largely
• Show the importance of developing individualized underrecognized
treatment plans for MDD patients that is driven by data,
evidence-based guidelines and patient input
and undertreated,
• Manage MDD patients with a broad range of treatment continuing
strategies education can
• Emphasize a collaborative multidisciplinary approach to
patient management improve effective
management
19. Mastery
The experience of
being competent,
of achieving
something
20. Mastery
Continuing
education
credits awarded
to maintain
licensure
21. Behavior-Changing
• Effective cases
lead to behavior
change
• Changing behavior
in depression is
critical as half of
patients do not
receive
recommended levels
of care
• Assessing
commitment to
change vs. actual
change in practice
22. “Education is not the filling of a
pail, but the lighting of a fire.”
- W.B. Yeats
23. Questions
or comments,
email:
threcme@outlook.com
to experience the case, please visit:
www.mddinwomen.com