Psychiatric nurse and educator perspectives on professional boundaries in nursing education: An interpretive description study.

Background: Psychiatric nurses are responsible for maintaining professional boundaries. However, professional boundaries are as described as unclear and psychiatric nursing students are at risk of crossing these boundaries. Educational instruction regarding professional boundaries within psychiatric nursing often lacks foundational structure placing students at risk of transgressions.

Financial Capability and Financial Well-Being Challenges and Vulnerabilities of Adults Living With Acquired Brain Injury: A Pilot Survey.

Objective: To describe the financial capability (FC) and financial well-being (FWB) of adults living with acquired brain injury (ABI) from a lived experience perspective.

Design: People living with ABI completed a 32-item and close others a 22-item anonymous survey using either online or print/mail-in options.

Setting: Responses were collected from adults in the province of Manitoba (Canada) during August-October 2021.

Contextual factors of financial capability and financial well-being for adults living with brain injury: a qualitative photovoice study.

Objective: To identify the contextual factors related to financial capability and financial well-being for adults living with acquired brain injury (ABI).

Design & Method: We conducted a qualitative descriptive study using photovoice and included 17 adults who live with ABI in Manitoba, Canada. Over 3-to-5 weeks, participants took photos of their financial capability (i.

Teaching Professional Boundaries in Psychiatric Nursing: Resource Development.

Background: A standard of practice in psychiatric nursing pertains to the ability to maintain professional boundaries within a nurse-patient relationship. Nursing students are inexperienced in maintaining nurse-patient relationships and are at risk of crossing professional boundaries. Research regarding boundary instruction and available resources is needed to guide educators.

Strategies Used to Teach Professional Boundaries Psychiatric Nursing Education.

Issues in understanding professional boundaries have been reported amongst student psychiatric nurses. Nursing students are at risk of crossing and violating professional boundaries as they are inexperienced in maintaining therapeutic relationships. Despite these challenges, there was a lack of literature regarding boundary instruction in psychiatric nursing education.

The development of academic identity in graduate nursing students: An interpretive descriptive study.

Background: Mentorship is an important element in the development of academic identity among graduate students in nursing. Although most often occurring within the context of faculty advisor-student relationships, mentorship should extend beyond formal advisor-advisee relationships. Peer mentorship is known to be beneficial for graduate students, yet little is known about how peer mentorship specifically impacts the development of academic identity.

Families' Experiences Living with Acquired Brain Injury: "Thinking Family"-A Nursing Pathway for Family-Centered Care.

The objective of this study was to examine families' experiences living with acquired brain injury (ABI) using a research approach that included the affected individual family member and the family together as a family group. A narrative inquiry study, informed by the life-stage approach of Lieblich, Tuval-Mashiach, and Zilber, was used to obtain family stories. Families experiencing an ABI event were purposefully selected from different regions in a western Canadian province.

Young women's experiences of psychotic illness: a systematic review of qualitative research.

Background: The relationship between young adulthood, women and psychosis was the focus for this systematic review. Age and gender are factors that can influence responses to illness. Research indicates that there are differences in how young men and women are affected biologically and psychosocially, including the presentation of a constellation of symptoms, response to anti-psychotic medications and how they assess their life circumstances.

"They are Us-We are Them": Transformative learning through nursing education leadership.

Stigmatization towards persons with mental illnesses is a major quality of care concern. Unfortunately, nurses are no less implicated than other health professions. This article reports the results of an evaluation of a learning intervention for psychiatric nursing students in partnership between Brandon University and the Mental Health Commission of Canada.

Nurse educators' perspectives on student development of reflection for psychiatric mental health nursing practice.

Psychiatric nursing, in various parts of the world, including regions of Canada, is recognized as a distinct nursing profession. In psychiatric mental health nursing practice, reflection is considered a foundational skill given the relational nature of nurses' therapeutic work. Communicating the significance of reflection for practice to students and teaching this intangible skill is challenging for educators.