This title is unique, as no other psychiatric/mental health nursing text has ever brought together 'opposing' or contrasting views of the same issue, and subsequently invited two separate chapters to be written in order to articulate the different perspectives in the debate. Further, no book has then followed up such a wide and thorough discussion by inviting a third party to offer commentary. Therefore, it presents the most complete, balanced arguments possible in order to inform, educate, and stimulate psychiatric/mental health nurses.
1. CHAPTER 1 Introduction – debate within psychiatric/mental health nursing: its nature, its place and its necessity - p. xxi 2. DEBATE 1 What's in a name? Are we ‘psychiatric’ or ‘mental health’ nurses? - p. 19 3. What's in a name? Are we ‘psychiatric’ or ‘mental health’ nurses? - p. 21 4. CHAPTER 2 The case for ‘psychiatric’ nurses - p. 23 5. CHAPTER 3 The case for ‘mental health’ nurses - p. 32 6. Commentary - p. 45 7. DEBATE 2 Reconciliatory or recalcitrant: should psychiatric/mental health nursing strive for independence from or be closely allied to psychiatric medicine? - p. 51 8. Reconciliatory or recalcitrant: should psychiatric/mental health nursing strive for independence from or be closely allied to psychiatric medicine? - p. 53 9. CHAPTER 4 Psychiatry and psychiatric nursing in the New World Order - p. 55 10. CHAPTER 5 Declaring conceptual independence from obsolete professional affiliations - p. 69 11. Commentary - p. 83 12. DEBATE 3 Heterogeneous or homogeneous: should psychiatric/mental health nursing have a specialist or generic preparation? - p. 88 13. Heterogeneous or homogeneous: should psychiatric/mental health nursing have a specialist or generic preparation? - p. 89 14. CHAPTER 6 Generic nurses: the nemesis of psychiatric/mental health nursing? - p. 91 15. CHAPTER 7 Debating the integration of psychiatric/mental health nursing content in undergraduate nursing programmes - p. 106 16. Commentary - p. 118 17. DEBATE 4 Practice or theory centred: should psychiatric/mental health nursing be located within higher education and have a theory emphasis, or should it be practice oriented? - p. 128 18. Practice or theory centred: should psychiatric/mental health nursing be located within higher education and have a theory emphasis, or should it be practice oriented? - p. 129 19. CHAPTER 8 The case for maintaining P/MH nurse preparation within higher education - p. 131 20. CHAPTER 9 Theory versus practice – gap or chasm? The preparation of practitioners: academic and practice issues - p. 143 21. Commentary - p. 157 22. DEBATE 5 Dealing with violence and aggression in psychiatric/mental health nursing: the cases for ‘control and restraint’ and ‘de-escalation’ - p. 162 23. Dealing with violence and aggression in psychiatric/mental health nursing: the cases for ‘control and restraint’ and ‘de-escalation’ - p. 165 24. CHAPTER 10 Managing violence – a contemporary challenge for psychiatric/mental health nurses: the case for ‘control and restraint’ - p. 167 25. CHAPTER 11 Issues and concerns about ‘control and restraint’ training: moving the debate forward - p. 180 26. Commentary - p. 194 27. DEBATE 6 Expansion or diminution of our character, essence and core: the matter of nurse prescribing in psychiatric/mental health nursing - p. 202 28. Expansion or diminution of our character, essence and core: the matter of nurse prescribing in psychiatric/mental health nursing - p. 203 29. CHAPTER 12 Gently applying the brakes to the beguiling allure of P/MH nurse prescribing - p. 205 30. CHAPTER 13 Psychiatric/mental health nurses as non-medical prescribers: validating their role in the prescribing process - p. 219 31. Commentary - p. 234 32. DEBATE 7 Caring for the suicidal person – the modus operandi: engagement or observation? - p. 238 33. Caring for the suicidal person – the modus operandi: engagement or observation? - p. 239 34. CHAPTER 14 Considering the care of the suicidal client and the case for ‘engagement and inspiring hope’ or ‘observations’ - p. 241 35. CHAPTER 15 Close observations: the scapegoat of mental health care? - p. 256 36. Commentary - p. 271 37. DEBATE 8 The standardisation of psychiatric/mental health nursing: eliminating confusion or settling for mediocrity? - p. 276 38. The standardisation of psychiatric/mental health nursing: eliminating confusion or settling for mediocrity? - p. 277 39. CHAPTER 16 In support of standardisation - p. 279 40. CHAPTER 17 Against standardisation - p. 291 41. Commentary - p. 305 42. DEBATE 9 An appropriate, useful and meaningful research paradigm for psychiatric/mental health nursing: the qualitative–quantitative debate - p. 310 43. An appropriate, useful and meaningful research paradigm for psychiatric/mental health nursing: the qualitative–quantitative debate - p. 311 44. CHAPTER 18 Qualifying psychiatric/mental health nursing research - p. 313 45. CHAPTER 19 ‘Pro’ quantitative methods (on being a good craftsperson) - p. 322 46. Commentary - p. 335 47. DEBATE 10 The proper focus: should psychiatric/mental health nursing have a humanistic or biological emphasis? - p. 339 48. The proper focus: should psychiatric/mental health nursing have a humanistic or biological emphasis? - p. 341 49. CHAPTER 20 Psychiatric/mental health nursing: biological perspectives - p. 343 50. CHAPTER 21 Biological psychiatry versus humanism: why taking meaning seriously in mental health practice is not inferior - p. 355 51. Commentary - p. 368
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This title is unique, as no other psychiatric/mental health nursing text has ever brought together 'opposing' or contrasting views of the same issue, and subsequently invited two separate chapters to be written in order to articulate the different perspectives in the debate. Further, no book has then followed up such a wide and thorough discussion by inviting a third party to offer commentary. Therefore, it presents the most complete, balanced arguments possible in order to inform, educate, and stimulate psychiatric/mental health nurses.
1. CHAPTER 1 Introduction – debate within psychiatric/mental health nursing: its nature, its place and its necessity - p. xxi 2. DEBATE 1 What's in a name? Are we ‘psychiatric’ or ‘mental health’ nurses? - p. 19 3. What's in a name? Are we ‘psychiatric’ or ‘mental health’ nurses? - p. 21 4. CHAPTER 2 The case for ‘psychiatric’ nurses - p. 23 5. CHAPTER 3 The case for ‘mental health’ nurses - p. 32 6. Commentary - p. 45 7. DEBATE 2 Reconciliatory or recalcitrant: should psychiatric/mental health nursing strive for independence from or be closely allied to psychiatric medicine? - p. 51 8. Reconciliatory or recalcitrant: should psychiatric/mental health nursing strive for independence from or be closely allied to psychiatric medicine? - p. 53 9. CHAPTER 4 Psychiatry and psychiatric nursing in the New World Order - p. 55 10. CHAPTER 5 Declaring conceptual independence from obsolete professional affiliations - p. 69 11. Commentary - p. 83 12. DEBATE 3 Heterogeneous or homogeneous: should psychiatric/mental health nursing have a specialist or generic preparation? - p. 88 13. Heterogeneous or homogeneous: should psychiatric/mental health nursing have a specialist or generic preparation? - p. 89 14. CHAPTER 6 Generic nurses: the nemesis of psychiatric/mental health nursing? - p. 91 15. CHAPTER 7 Debating the integration of psychiatric/mental health nursing content in undergraduate nursing programmes - p. 106 16. Commentary - p. 118 17. DEBATE 4 Practice or theory centred: should psychiatric/mental health nursing be located within higher education and have a theory emphasis, or should it be practice oriented? - p. 128 18. Practice or theory centred: should psychiatric/mental health nursing be located within higher education and have a theory emphasis, or should it be practice oriented? - p. 129 19. CHAPTER 8 The case for maintaining P/MH nurse preparation within higher education - p. 131 20. CHAPTER 9 Theory versus practice – gap or chasm? The preparation of practitioners: academic and practice issues - p. 143 21. Commentary - p. 157 22. DEBATE 5 Dealing with violence and aggression in psychiatric/mental health nursing: the cases for ‘control and restraint’ and ‘de-escalation’ - p. 162 23. Dealing with violence and aggression in psychiatric/mental health nursing: the cases for ‘control and restraint’ and ‘de-escalation’ - p. 165 24. CHAPTER 10 Managing violence – a contemporary challenge for psychiatric/mental health nurses: the case for ‘control and restraint’ - p. 167 25. CHAPTER 11 Issues and concerns about ‘control and restraint’ training: moving the debate forward - p. 180 26. Commentary - p. 194 27. DEBATE 6 Expansion or diminution of our character, essence and core: the matter of nurse prescribing in psychiatric/mental health nursing - p. 202 28. Expansion or diminution of our character, essence and core: the matter of nurse prescribing in psychiatric/mental health nursing - p. 203 29. CHAPTER 12 Gently applying the brakes to the beguiling allure of P/MH nurse prescribing - p. 205 30. CHAPTER 13 Psychiatric/mental health nurses as non-medical prescribers: validating their role in the prescribing process - p. 219 31. Commentary - p. 234 32. DEBATE 7 Caring for the suicidal person – the modus operandi: engagement or observation? - p. 238 33. Caring for the suicidal person – the modus operandi: engagement or observation? - p. 239 34. CHAPTER 14 Considering the care of the suicidal client and the case for ‘engagement and inspiring hope’ or ‘observations’ - p. 241 35. CHAPTER 15 Close observations: the scapegoat of mental health care? - p. 256 36. Commentary - p. 271 37. DEBATE 8 The standardisation of psychiatric/mental health nursing: eliminating confusion or settling for mediocrity? - p. 276 38. The standardisation of psychiatric/mental health nursing: eliminating confusion or settling for mediocrity? - p. 277 39. CHAPTER 16 In support of standardisation - p. 279 40. CHAPTER 17 Against standardisation - p. 291 41. Commentary - p. 305 42. DEBATE 9 An appropriate, useful and meaningful research paradigm for psychiatric/mental health nursing: the qualitative–quantitative debate - p. 310 43. An appropriate, useful and meaningful research paradigm for psychiatric/mental health nursing: the qualitative–quantitative debate - p. 311 44. CHAPTER 18 Qualifying psychiatric/mental health nursing research - p. 313 45. CHAPTER 19 ‘Pro’ quantitative methods (on being a good craftsperson) - p. 322 46. Commentary - p. 335 47. DEBATE 10 The proper focus: should psychiatric/mental health nursing have a humanistic or biological emphasis? - p. 339 48. The proper focus: should psychiatric/mental health nursing have a humanistic or biological emphasis? - p. 341 49. CHAPTER 20 Psychiatric/mental health nursing: biological perspectives - p. 343 50. CHAPTER 21 Biological psychiatry versus humanism: why taking meaning seriously in mental health practice is not inferior - p. 355 51. Commentary - p. 368
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