Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536514
Title: The use of cognitive behavioural therapy (CBT) based on psychosocial skills by nurses in acute mental health inpatient settings : an evaluation of nurses' training
Author: Mathers, William Eathorne
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2010
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Abstract:
This thesis evaluates two short teaching modules which are managed by the author. The modules are convened for qualified mental health nurses who are working in acute adult inpatient wards in several London mental hospitals. The main purpose of the modules is to teach trainees psychosocial interventions (PSI) based on Cognitive Behavioural Therapy (CBT) to equip them to care for patients with severe mental illness. PSI has been found to be helpful for patients with psychotic symptoms in community contexts. In this study, the implementation of PSI in acute inpatient mental health settings is explored. In order to evaluate the effectiveness of the modules, a questionnaire was administered to each trainee (experimental group) before and after the modules to elicit their opinion of their ability in caring for patients with these psychotic symptoms. Their responses 'pre module' were then compared to their responses 'post module'. The same questionnaire was also given to colleagues matched for length of service and experience who had not undertaken the modules (reference group).The effectiveness of the modules was further evaluated by comparing the experimental group's post module responses to the responses of the reference group. The thesis also examines the aids and barriers to implementing the skills which trainees learned on the modules in their clinical practice. To achieve this, a focus group and semi- structured audio taped interviews were carried out with the experimental group. For the same purpose, a questionnaire was administered to the patients for whom they acted as 'primary nurse' throughout their stay on the ward. Their responses were compared to patients for whom the reference group acted as 'primary nurse'. The conclusion from the study was that the modules were effective in teaching trainees these skills, but that they found it difficult to implement them in practice.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.536514  DOI: Not available
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