Rural Generalist Nurses' Perceptions of the Effectiveness of Their Therapeutic Interventions for Patients With Mental Illness

OBJECTIVE: To explore generalist nurses' perceptions of their efficacy in caring for mentally ill clients in rural and remote settings, and their educational needs in the area of mental health care. DESIGN: A self-administered questionnaire adapted from the Mental Health Problems Perception Questionnaire; a Likert scale used to rate the perceptions of nursing staff of their own ability to adequately treat and care for patients experiencing mental illness. Setting: The Roma and Charleville Health Service Districts, Queensland, Australia. SUBJECTS: Nurses (Registered Nurses, Assistants in Nursing and Enrolled Nurses) in the Roma and Charleville health service districts (n = 163). MAIN OUTCOME MEASURES: Generalist nurses' perceptions regarding their therapeutic commitment, role competency and role support. Results: Seventy per cent of respondents indicated that limited knowledge of mental health problems was an issue preventing nursing staff in rural and remote settings from providing optimum care to patients with mental illness. Twenty-nine per cent of respondents indicated that they had never received or undertaken training or education in relation to the care, treatment or assessment of patients with mental illness. CONCLUSION: Rural nurses do not feel competent, nor adequately supported, to deal with patients with mental health problems. In addition, the nurses' education and ongoing training do not adequately prepare them for this sphere

Teaching research and epidemiology to undergraduate students in the health sciences

Objective: To identify and address particular challenges in the teaching of epidemiological concepts to undergraduate students in non-clinical health disciplines. Methods and Results: Relevant pedagogical literature was reviewed to identify a range of evidence-based teaching approaches. The authors also drew on their experience in curriculum development and teaching in this field to provide guidelines for teaching epidemiology in a way that is engaging to students and likely to promote deep, rather than surface, learning. Discussion of a range of practical strategies is included along with applied examples of teaching epidemiological content. Conclusions and Implications: Increasingly, there is a greater emphasis on improved learning outcomes in higher education. Graduates from non-clinical health courses are required to have a core understanding of epidemiology and teachers of epidemiology need to be able to access resources that are relevant and useful for these students. A theoretically grounded framework for effective teaching of epidemiological principles to non-clinical undergraduates is provided, together with a range of useful teaching resources (both paper and web-based). Implementation of the strategies discussed will help ensure graduates are able to appropriately apply epidemiological skills in their professional practice.<br /

Pivoting the Centre: Reflections on Undertaking Qualitative Interviewing in Academia

Researchers studying the role of universities in economic development have paid little attention to methods issues relating to the influence of researcher identities in interviews. Yet in this field of work, researcher identities can have a significant influence on the validity and reliability of `data' and their interpretation, not least because the researchers and at least some of their interviewees, ostensibly, are from the same sector and perhaps even are known to each other. This article considers the influences on the data of multiple identities occupied by an early career researcher doing qualitative interviews for a doctoral project on the role of universities in regional development. The identities occupied by the author were novice researcher, academic insider, career changer and former public sector executive who was a client of university academics. The article demonstrates the potential impact of these identities on the data collected and their interpretation, and the researcher's attempts to negotiate these identities. In thus demonstrating that the `how' of data collection can have important effects on the `what' of data collection and interpretation, the article argues that qualitative interviews in higher education policy research should pay more attention to the social construction of interview `data'