Care Quality Commission tells Nottinghamshire Healthcare NHS Foundation Trust to make significant improvements

Trauma is known to have negative consequences on people’s physical, mental, emotional and spiritual health. Trauma-informed care recognises the impact of trauma, emphasises collaborative decision-making and seeks to empower patients with mental health conditions by acknowledging their trauma histories. This scoping review of the literature explored whether interventions in inpatient mental health settings are influenced by trauma-informed care. The findings show that the implementation of trauma-informed care is linked to reductions in restrictive practices, aggression, self-harm, distress and unplanned discharges, and enhanced staff knowledge, confidence and communication. Trauma-informed care in adult inpatient mental health settings demonstrably improves outcomes for patients and staff but is implemented inconsistently. A lack of guidance, time pressures, a focus on safety, limited leadership endorsement and inconsistent communication about the rationale for change can hinder its implementation.

Background Restorative supervision gives healthcare professionals time and space to reflect on the emotional and psychological impact of their work on themselves. There are parallels between clinical settings and higher education institutions (HEIs) in terms of the emotional and psychological impact of work on staff. Aim To explore whether restorative supervision can improve the mental well-being of healthcare professionals working in academic roles in HEIs. Method Fifteen healthcare professionals working in academic roles at one HEI in England participated. They received monthly one-to-one restorative supervision sessions for six months. Two months later, they attended a 90-minute focus group discussion; the discussion was recorded and the data thematically analysed. Findings Healthcare professionals working in academic roles can feel emotionally depleted. Moving from a clinical to an academic role can reduce their self-confidence and sense of belonging. They tend to neglect self-care to focus on supporting others. Participants valued the restorative supervision sessions as giving them time and a safe space to think about themselves and their needs. They reported an increased sense of self-worth and felt their well-being at work could have positive effects on students. Conclusion Restorative supervision actively encourages reflection and self-care. In higher education, it can support the well-being of clinical educators and therefore contribute to shaping more resilient future practitioners.

As new registrants struggle to find jobs, a senior nurse at the other end of her career suggests solutions

Looking at the attractions and downsides of taking a job conducting benefit claimant assessments

Tips on the essential skills you need to develop to be an effective leader and how to cultivate them

A hybrid learning programme was co-developed and delivered by dementia academics and mental health nursing experts in a secure setting. It included knowledge of advanced dementia, mental health conditions, being cared for in a secure setting and dementia, and person-centred skill development approaches. The effects of the programme on staff members’ knowledge and attitudes to dementia care were measured using pre- and post-questionnaires around the education sessions. Thematically analysed focus group data with staff explored the effects of the learning experience on care and practice. Findings showed increasing knowledge, confidence and recognition of the personhood of individuals with dementia, with embedded learning, improved communication, enhanced expertise and compassion in providing effective care. These findings evidence the need for ongoing education to inform dementia-specific healthcare and practice and to ensure the workforce is equipped with the knowledge and skills required to provide optimal dementia care.

We decode the many acronyms used for risk assessment tools so you will know your ABCDE from your NEWS2

Eating disorders are serious mental health conditions which can adversely affect the person’s physical health and disrupt their psychosocial functioning. It has been established that social media use can increase the risk of disordered eating behaviours, but there is little research into the role of social media in recovery from eating disorders. This systematic review aimed to identify and synthesise the qualitative data on the use of social media during the recovery phase of an eating disorder. Conflicting themes emerged, with data showing that social media can be a useful tool in the recovery phase, for example by enabling people to connect with others, but have detrimental aspects, in particular the ongoing availability and promotion of content that can put recovery at risk. Nurses should include social media use in their holistic assessments of service users and work with them to empower them to make decisions about their use of social media during illness and recovery.

Background Nursing students frequently experience significant mental health challenges, including high levels of stress, depression, anxiety, burnout and distress. A large mixed-methods study was undertaken at one university in England to investigate the factors that contribute to the mental health and well-being of students enrolled in nursing and non-nursing programmes. This article describes one specific aspect of the study. Aim To explore the mental health challenges and support needs of nursing students. Method Nursing students were asked to complete a mental health and well-being questionnaire that included structured items and space for free-text comments. Twenty-nine students undertaking a nursing degree or nursing apprenticeship programme completed the questionnaire and provided free-text comments. The free-text comments underwent thematic analysis and this article reports the qualitative findings that emerged from the analysis. Findings The analysis of respondents’ free-text comments revealed five themes: help with academic issues; experiences during clinical placement; personal issues related to family and finances; access to support services; and coping strategies. Respondents expressed a need for clearer communication from lecturers regarding academic expectations, better support during clinical placements and better financial support. Respondents used various coping strategies, including talking to family and friends, faith and physical exercise to manage mental health challenges. Conclusion Addressing the gaps in university support services and enhancing clinical and academic staff’s understanding of the mental health needs of nursing students are crucial steps towards improving students’ mental health, retention and academic performance.