Patient-Centred Care - Improving Quality and Safety by Focusing Care on Patients and Consumers - Essay Example

Evidence-based mental health assignment Name: Institution: Course: Lecturer: Date: First episode psychosis can be defined as the first time an individual experiences psychotic warning signs or a psychotic incidence. Those individuals who experience a first episode might not be aware of what would be happening (Fusar et al. 2012). These symptoms could be highly distressing and unaware; leaving the individual mixed up and troubled. One in four (26.4%) youthful Australians, at the age 16-24 experience mental health illness, with the majority of mental illnesses, as well as depression, having it starting in teens and early adulthood (Safeekh and Denzil 2009). Experiences of mental health problems like depression might result to other critical problems as well as substance abuse, social withdrawal, collapse in families and individual relations and poor academic and work performance (Brown et al. 2012). The essay discusses the benefits of mental health education for young people aged18-26 years -who had a first episode of psychosis, examines the skills nurses require to provide effective education, considers any potential barriers to providing education for the selected consumer, and discusses how one can apply these findings to a personal nursing practice development (Deste 2012). Consumer-centered care can be defined as the provision of care that is courteous of and receptive to singular patient favorites, needs, and morals, and guaranteeing that the patient standards are guiding all clinical decisions. Consumer and family mental health education is the process of enlightening the customers and their society regarding the safety of the products they use. The consumers are supposed to be given room to air out their sentiments regarding the health-care system (Sepucha et al. 2008). Benefits of consumer-centered education for the young people aged18-26 years The RANZCP (2010) is delighted to recognize that whenever a clinician, administrator, family and consumer work together, eventually results to improvement of the standards of quality and safety of the mental health care. This idea of consumer-centered care is highly appropriate to the mental health amenities and is in accordance with the up-to-date best practice standards, especially the idea of recovery concentrated care in mental health. A health care that is courteous of and quick to respond to, the partialities of needs and values of consumers, is predominantly important for young people aged18-26 years who have had a first episode of psychosis. Placing the consumer at the center of most of the decision making processes and paying attention to whatever is crucial can bring about a vast difference. On the basis of the values of human rights, freedom, choices, and social attachment, those offering patient-centered care services can major on pliability and recovery at the same time as minimizing reducing stigma and fear (Remington and Kapur 2010). Working in collaboration makes the consumers to be able to access quality information that supports their decision making and enhances an active role for the consumers while handling their personal health. Any of the consumers involved in the running of their care experience improved health results. Likewise, carer involvement at this level yields to an improved health results for the consumers (RANZCP 2010). The RANZCP (2010) has recommended that mental health services need to be placing the clients at the center of care and should entail a recovery focus, not just focusing on clinical consequences. Medical services issued in the mental health part have to be up-to-date by the evidence and patient preference, and be issued in the least restraining setting, to maximize patient assistance. Mental health campaigns need to major on resilience and recovery, and at the same time minimizing stigma and fear. (Murray et al. 2012) This would aid in the preventing mental sickness, early intervention for individuals who have mental sickness and promoting bigger consciousness of mental health matters. The engagement of carers in treatment procedures significantly increases the outcomes for the patients; carers have to be engaged and involved in all phases of mental health care, in a suitable way, and have a right to well-timed information, support and addition and the right of giving information for assisting in the assessments, treatments and the continuing care. Self-responsibility and consent is also essential; people require being capable of acknowledging their individual roles in health care. In situations where the consumers don’t have the capacity of making cognizant resolutions about their individual care, for instance those who have intellectual impairments, dementia, and critical mental sickness, other individuals require to make some far-reaching decisions on the consumers‟ behalf (Saks 2007). This is factual of kids who don’t have legal capacity. It is essential to have a decision making outline which reserves the ethics of patient-centered care, instead of resorting to legitimate and skilled “experts” to make any decision on behalf of a patient who would be lacking capacity. This can be implemented for instance by drawing on the concept of “family-centered care” or by applying the concept of advanced directives. Advanced directives enable individuals to make decisions in regard to how they desire to be treated, prior to their becoming unwell (RANZCP 2010). The skills that nurses require to deliver effective consumer-centered education The skills needed by the nurses requires competence in regard to psychosocial rehabilitation, expertise in situation management, efficient referrals, shared care, co-joint evaluations, serious case management, problem solving, short-lived psychological intervention, psycho-analytical psychoanalysis, helped self-help and the delivery of unified nursing services. It demands nursing expertise and proficiencies for the development of genuine goal setting, research utilization and clinical (practices) audits aimed at ascertaining the value added by qualified mental condition nursing interventions. Improvement of outcomes and experiences necessitates that psychiatric/mental healthiness nurses to be developing a variety of therapeutic interventions together with the wide-ranging and eclectic assessment abilities and methodologies, expertise related to psycho-education, CBT, solution focused therapies, grief therapies, counseling skills, and expertise in regard to the supervision of anxiety conditions. While these abilities have to be a portion of the knowledge and proficiencies of Psychiatric nursing career, backing for and acceleration of such knowledge and proficiency development has to be widespread throughout the services so as to meet policies and services required (Nursingboard 2010). The role of the nurses can be developed to increase the variety and quality of services accessible to the Service users and Carers by making sure that the standards and principles based tactic to care is underpinning any assumption and viewpoint of mental healthiness nursing practices. These morals are deliberated more than rhetoric, and then underpin the financing and the growth of the services and the growth and funding of psychiatric nursing abilities and proficiencies. There is essence of an integrated relation between policy, researches, training, practice and professional and organizational regulations (Nursingboard 2010). The RANZCP (2010) asserts that learning from previous disappointments to progress care delivery in reaction to the tragic events is an essential aspect in the patient-centered care. Risk management in mental health concentrates on risks in patients and doesn’t foresee infrequent but catastrophic scenarios like suicides. The RANZCP is recommending that the existing risk management form to be substituted with risk management system, of the type that is evident in the money-making aviation. This need to embrace national policies in promoting patient safety; the national bodies in charge of implementation of this policy which maintain a database of safety incidences, set targets and investigate adverse consequences; law in place which reassures nurses to be reporting safety incidences; and a common technique and language for investigation of safety incidences. The RANZCP would be delighted in assisting ACSQHC in the development of such systems. Potential barriers to providing education According to Erminia et al, (2012), the Potential barriers to providing education to the young people aged18-26 years include: Cultural competence and sensitivity Lack of respect and understanding of the culture of the young people aged18-26 years might adversely affect commitment with that service on top of other services. Fear of the mental health education services and essence of developing conviction; consciousness of language obstacles and being set and capable of working with interpreters; and the essence of understanding the roles of individual families and societies (Sepucha et al. 2009). Conceptions of mental health, illness and treatment There is varied understanding of mental health in various cultures and the common lack of analogy with the prevailing “Western” conceptual frameworks that are underpinning mental health practices. Lack of sufficient mental health awareness Lack of enough mental health literacy can be a stumbling block to the operational engagement with the young people from a refugee upbringing. Confidentiality The patients might start fearing that other affiliates of their community might end up getting to told that the young individual was gain access to mental health services. Working with interpreters There is possibility of having unprofessional behavior by an interpreter, for instance any interpreter who makes personal opinions regarding the issue at hand. Association of the family and family-related matters There is essence of addressing family matters, and that by not giving a talk on them could turn out to be a barrier during the engagement. Mental health specialists’ style and methodology The style of approach of the mental health specialists, their communication and questioning style, and their participation of the young individuals in decision making could turn out to be an obstacle. Applications of the findings As a professional, my services should be attempting to understand how the individual presenting to the service conceptualizes the matters, instead of presuming that the individual is sharing the “Western” structures of mental health, sickness and cure (IAPO 2009. Members of the communities (like the community liaison staff working for particular organizations, or volunteers) are essential resources I can be using while facilitating trust between the agency and the young people aged18-26 years, giving information regarding the services accessible, working in corporation with the professionals to deliver monitoring and support, and to deliver a substitute to interpreters (Erminia et al. 2012). Any Professional who would be working with the young individuals who are suffering from the first episode psychosis must, be exhibiting warmth and sympathy, remain youth-friendly, welcoming, patient, considerate, non-judgmental, courteous, compassionate, have an “casual” tactic, be capable of connecting, and have experience and knowledge regarding working with young individuals (Aphref 2011). Since there could be fear and mistrust regarding the services, avoiding the generation of more fear and misconception, I will be explaining why I am posing assessment questions and what would be done with the information I would be extracting from them (Gill 2013). Non-verbal matters, like the physical closeness, body languages, and tone and speediness of talking, would be put into consideration with specific consideration whenever I would be working with the young patients (IAPO 2009). I would not be encouraging ‘Medical jargons’, conventionalism and the usage of ‘mental health’ terminologies since they are alienating and intimidating (Farm 2009). I would be offering services that are engaging with individual pre-referrals, i.e. young Individuals would be made conscious of the services accessible and start to build a bond with the employees from the service prior to the requirement for referral rises (as a preventative method). Though mental health amenities have limited capacity for preventive work, thus I would be emphasizing the essence of collaborating with other parts of the health service, institutes and communities (Mentalhealthcommission 2012). It would also be essential for the health professional to collaborate with some education bodies like Department of Education - Learning Services, Jordan River Learning Federation, Migrant Resource Centre, Mission Australia Parents Staying Connected Program, Mission Australia Youth Connections Program etc. in educating the education regarding the mental health in consumers (GIDS 2014). In conclusion, the study has recognized examines the skills nurses require to provide effective education. These include competence in regard to psychosocial rehabilitation, expertise in situation management, efficient referrals, shared care, co-joint evaluations, serious case management, problem solving etc. Various barriers to effective education to the young people aged 18-26 years include: Cultural competence and sensitivity, Conceptions of mental health, illness and treatment and Lack of sufficient mental health awareness, Confidentiality, working with interpreters, association of the family and family-related matters, mental health specialists’ style and methodology. Reference list Aphref, 2011, ‘Mental Health and Workforce Participation,’ Responding to the barriers faced by young people , viewed 7 May 2014, http://www.aphref.aph.gov.au-house-committee-ee-mentalhealth-subs-sub72.pdf Fusar, P; Deste, G; Smieskova, R; Barlati, S; Yung, AR; Howes, O; Stieglitz, RD; Vita, A; McGuire, P; Borgwardt, S 2012, ‘Cognitive functioning in prodromal psychosis: a meta-analysis’. Arch Gen Psychiatry 69 (6): 562–71. doi:10.1001/archgenpsychiatry.2011.1592 Brown, E; Tas, C; Brüne, M 2012, ‘Potential therapeutic avenues to tackle social cognition problems in schizophrenia’. Expert Rev Neurother 12 (1): 71–81.doi:10.1586/ern.11.183 Deste, G; Fusar-Poli, P; Smieskova, R; Barlati, S; Yung, AR; Howes, O; Stieglitz, RD; Vita, A; McGuire, P; Borgwardt, S 2012, ‘Cognitive functioning in prodromal psychosis: a meta-analysis’. Arch Gen Psychiatry 69 (6): 562–71. doi:10.1001/archgenpsychiatry.2011.1592 Erminia, C; Harry, M; Jo, S; Georgia, P; Carmel, G 2012, Barriers to and facilitators of utilisation of mental health services by young people of refugee background, viewed 7 May 2014 , http://www.foundationhouse.org.au/LiteratureRetrieve.aspx?ID=97372 Farm, J 2007, The impact of patient-centered care on outcomes, viewed 7 May 2014, http://www.jfponline.com/index.php?id=22143&tx_ttnews[tt_news]=168778 GIDS, 2014, Southern Tasmanian support services directory, viewed 7 May 2014, http://www.anglicare-tas.org.au/docs/default-document-library/stas-support-services-directory-mar-2014.pdf Gill, P2013, ‘Improving Health Outcomes: Applying Dimensions of Employee Engagement to Patients’. The International Journal of Health, Wellness and Society 3 (1): 1–9. IAPO, 2009,Declaration on Patient-Centred Healthcare , viewed 7 May 2014, ,http://www.patientsorganizations.org/showarticle.pl?id=712&n=312 Mentalhealthcommission, 2012, Strategies and actions 2012-2015, viewed 7 May 2014, http://www.mentalhealthcommission.gov.au/media/5039/strategicactions_2012%20to2015.pdf Murray, E; Buttner, N; Price, B 2012, ‘Depression and Psychosis in Neurological Practice,’ Neurology in Clinical Practice, 6th Edition. Oxford : Butterworth Heinemann. Nursingboard, 2010, Vision for mental health nursing, viewed 7 May 2014, http://www.nursingboard.ie/getAttachment.aspx?id=3336b96f-8c98-4d1d-9183-6e1e02155de2 RANZCP, 2010, ‘Patient-Centred Care: Improving quality and safety by focusing care on patients and consumers,’ working with the community , viewed 7 May 2014, https://www.ranzcp.org/Files/Resources/Submissions/sub49-pdf.aspx Remington, G; Kapur, S 2010, ‘Antipsychotic dosing: how much but also how often?’. Schizophr Bull 36 (5): 900–3.doi:10.1093/schbul/sbq083 Safeekh, T; and Denzil, P 2009, ‘Venlafaxine-induced psychotic symptoms’. Indian Journal of Psychiatry 51 (4): 308–09.doi:10.4103/0019-5545.58301 Saks, R 2007, The Center Cannot Hold—My Journey Through Madness. New York: Hyperion Sepucha, K; Uzogarra, B; O'Connor, M 2008, ‘Developing instruments to measure the quality of decisions: early results for a set of symp tom-driven decisions’. Patient Educ Counsel. 73 (3): 504–510. 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