![[ Visit Client Website ]](images/banner.gif)
Learning Objective 1: The learner will be able to understand the relationship between psychiatric nurses’ attitudes toward nursing practice and their perception of psychoeducation.
Learning Objective 2: The learner will be able to take hints about dissemination approaches of psychoeducation.
The present study examined the relationship between the characteristics of psychiatric nurses’ attitudes toward evidence-based practice and their perception of psychoeducation, with the aim of aiding its dissemination.
[Methods]
A questionnaire survey was conducted involving nurses working for psychiatric hospitals in Japan. The survey consisted of their demographics, their perception of psychoeducation and the Japanese Version of the EBP Attitude Scale (EBPAS). Cluster and single factor variance analyses were conducted using SPSS ver.20 for Windows.
[Results]
Survey forms were distributed to 21hospitals, and there were 194 respondents (response rate: 41.5%).The EBP attitudes of psychiatric nurses were classified into the following three types: type1 “experience-focused, positive-type”, type2 “indifferent/rejective-type”, and type3 “conservative/submissive-type”. There were significant differences between the three types (p<0.001). A single factor analysis of variance was then conducted, to examine the relationship between the types of EBP attitude and nurses’ perception of psychoeducation. A significantly larger percentage of type2 nurses commented: “Psychoeducation should be provided by health care professionals other than nurses”, (p<0.001), whereas type1 nurses scored higher points for the five other question items, compared to the two other groups.
[Discussion]
Type 1 nurses accounted for the majority or largest proportion of the subjects of the present study. This supports the results of previous studies: obstacles for psychiatric nurses introducing a psychoeducation program to the hospital include the difficulty in obtaining other nursing staff’s understanding and cooperation and a lack of their motivation. When adopting psychoeducation, it is important to invite type1 nurses, facility directors, and directors of nursing to participate in the program and provide them with information, and develop a system to support nurses who are expected to worry or become confused during the process of introducing the new intervention.