Research Output
1 - 3 of 3
Publication
Higher Diploma in Mental Health Nursing
2019-10-17, Frawley, Timothy, O'Kelly, Gabrielle, Flanagan, Clare, Lonergan, Marie, Donnelly, Peter, Mac Neill, Deirdre, Maruthu, Rajinikanth, Conway, Rebecca
The Higher Diploma in Mental Health Nursing was launched in 2017 and is now entering its fourth year. On successful completion of this 53-week programme, participants are entitled to register with the NMBI in the psychiatric nurse division.
Publication
Co-design of a BSc Mental Health Nursing Module
2022-03-09, Meehan, Annabel, Leddy, Patrick, Searson, Charles, Mullin, Linda, Gelderen, Finn Van, Pegman, Kellyanne, Donnelly, Peter, Byrne, Peter, Lawless, Ciaran, Keenan, Eadaoin, Roche, Sarah Jane, Coffey, Ronan, O'Sullivan, Hannah, Flanagan, Clare, Kelly, Brian, Frawley, Timothy
In 2020, UCD School of Nursing, Midwifery and Health Systems faculty and students, representatives of Arches Recovery Education, HSE Community Healthcare East and St. John of God Community Services were awarded HRB – PPI Ignite funding. This funding was used to co-produce the module NMHS30610, Acute Mental Health Nursing, to extensively re-develop the module design, delivery, teaching and assessment methods employed in the module and to build co-production capacity within the School. Ethical approval was granted by UCD Human Research Ethics Committee.
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Publication
Role and Function of the Clinical Tutor in Mental Health Nursing in Ireland
2022, Flanagan, Clare, Lonergan, Marie, Durning, Jonathan, Frawley, Timothy
The clinical tutor (CT) in mental health nursing is a role aimed at supporting the learning needs of mental health nursing students undertaking a 12-month post-registration programme. This paper aims to examine the role of the clinical tutor in mental health nursing in Ireland by describing the experience of nursing students and key service stakeholders. A qualitative descriptive design was employed using focus group discussions and semi-structured interviews. Two focus groups were conducted with 14 nursing students in the final week of their one-year programme. Semi-structured interviews were undertaken with seven service stakeholders and service leaders. Participants reported positive experiences of working with the clinical tutor and valued the role in terms of educational and pastoral support. Participants suggested the role strengthened the link between theory and practice and enhanced the relationship between the higher education institute and clinical sites. However, a lack of clarity existed in terms of role description. Participants suggested the CT role enhanced the link between the university and clinical areas providing benefits to both student and service stakeholders. Implementing similar roles may benefit post-registration mental health nursing students in other jurisdictions. Further investigation on how the role operates from the perspective of those in the post may provide more clarity and enhance the development of such roles in the future.