Nurses' and physicians' educational needs in seclusion and restraint practices

Raija Kontio; Maritta Välimäki; Hanna Putkonen; Angela Cocoman; Saija Turpeinen; Lauri Kuosmanen; Grigori Joffe

doi:10.1111/j.1744-6163.2009.00222.x

Nurses' and physicians' educational needs in seclusion and restraint practices

Raija Kontio
, Maritta Välimäki
, Hanna Putkonen
, Angela Cocoman
, Saija Turpeinen
, Lauri Kuosmanen
, Grigori Joffe

Research output: Contribution to journal › Article › peer-review

16 Citations (Scopus)

Abstract

PURPOSE. This study aimed to explore nurses' (N = 22) and physicians' (N = 5) educational needs in the context of their perceived seclusion and restraint-related mode of action and need for support. METHOD. The data were collected by focus group (N = 4) interviews and analyzed with inductive content analysis. RESULTS. Participants recognized a need for on-ward and problem-based education and infrastructural and managerial support. The declared high ethical principles were not in accordance with the participants' reliance on manpower and the high seclusion and restraint rates. PRACTICE IMPLICATIONS. Future educational programs should bring together written clinical guidelines, education on ethical and legal issues, and the staff's support aspect.

Original language	English
Pages (from-to)	198-207
Number of pages	10
Journal	Perspectives in Psychiatric Care
Volume	45
Issue number	3
DOIs	https://doi.org/10.1111/j.1744-6163.2009.00222.x
Publication status	Published - Jul 2009
Externally published	Yes

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Keywords

Educational need
Mode of action
Psychiatric care
Restraint
Seclusion
Support

Access to Document

10.1111/j.1744-6163.2009.00222.x

Cite this

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title = "Nurses' and physicians' educational needs in seclusion and restraint practices",

abstract = "PURPOSE. This study aimed to explore nurses' (N = 22) and physicians' (N = 5) educational needs in the context of their perceived seclusion and restraint-related mode of action and need for support. METHOD. The data were collected by focus group (N = 4) interviews and analyzed with inductive content analysis. RESULTS. Participants recognized a need for on-ward and problem-based education and infrastructural and managerial support. The declared high ethical principles were not in accordance with the participants' reliance on manpower and the high seclusion and restraint rates. PRACTICE IMPLICATIONS. Future educational programs should bring together written clinical guidelines, education on ethical and legal issues, and the staff's support aspect.",

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T1 - Nurses' and physicians' educational needs in seclusion and restraint practices

AU - Kontio, Raija

AU - Välimäki, Maritta

AU - Putkonen, Hanna

AU - Cocoman, Angela

AU - Turpeinen, Saija

AU - Kuosmanen, Lauri

AU - Joffe, Grigori

PY - 2009/7

Y1 - 2009/7

N2 - PURPOSE. This study aimed to explore nurses' (N = 22) and physicians' (N = 5) educational needs in the context of their perceived seclusion and restraint-related mode of action and need for support. METHOD. The data were collected by focus group (N = 4) interviews and analyzed with inductive content analysis. RESULTS. Participants recognized a need for on-ward and problem-based education and infrastructural and managerial support. The declared high ethical principles were not in accordance with the participants' reliance on manpower and the high seclusion and restraint rates. PRACTICE IMPLICATIONS. Future educational programs should bring together written clinical guidelines, education on ethical and legal issues, and the staff's support aspect.

AB - PURPOSE. This study aimed to explore nurses' (N = 22) and physicians' (N = 5) educational needs in the context of their perceived seclusion and restraint-related mode of action and need for support. METHOD. The data were collected by focus group (N = 4) interviews and analyzed with inductive content analysis. RESULTS. Participants recognized a need for on-ward and problem-based education and infrastructural and managerial support. The declared high ethical principles were not in accordance with the participants' reliance on manpower and the high seclusion and restraint rates. PRACTICE IMPLICATIONS. Future educational programs should bring together written clinical guidelines, education on ethical and legal issues, and the staff's support aspect.

KW - Educational need

KW - Mode of action

KW - Psychiatric care

KW - Restraint

KW - Seclusion

KW - Support

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DO - 10.1111/j.1744-6163.2009.00222.x

M3 - Article

C2 - 19566692

AN - SCOPUS:67650832317

SN - 0031-5990

VL - 45

SP - 198

EP - 207

JO - Perspectives in Psychiatric Care

JF - Perspectives in Psychiatric Care

IS - 3

ER -

Nurses' and physicians' educational needs in seclusion and restraint practices

Abstract

UN SDGs

Keywords

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