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Purpose: This paper aims to present a thematic analysis of student nurses' experiences of an innovative collaboration between a mental health Recovery College and a nursing faculty, where Recovery College trainers' expertise in co-production and peer facilitation were foregrounded. The aim of this study is to understand how nursing students experienced being peer facilitators of well-being workshops for fellow students following training with Recovery College trainers. Design/methodology/approach: Thematic analysis of qualitative data from eight semi-structured interviews and a focus group with 15 participants. Findings: The overarching theme that emerged was "The process of being a student Peer Facilitator". Six themes emerged from the data: "What we brought"; "Conceptualisation"; "Adaptation"; "we're giving them the tools"; "What we gained"; and "Development". Practical implications: Mental health nurse educators could forge collaborative relationships with Recovery College colleagues with a broader remit than service users' "lived experience" of mental distress. Student nurses should be given opportunities to be peer facilitators and draw on their lived experience as student nurses as means of addressing their and their peers' mental health. Originality/value: Original findings were that the student experience of being a peer facilitator was different to their other experiences in education and clinical practice. They drew on their lived experience throughout and found that they learned skills to address their well-being through supporting other students to improve theirs. [ABSTRACT FROM AUTHOR]

Accessible summary: What is known on the subject?: There are insufficient nurses to meet current demand for mental health care. This is an international concern. Within England, the impact of staff shortages on the quality of patient care in forensic high secure settings has been highlighted by the national regulatory body for hospitals.Forensic hospital nursing is a distinct specialism within mental health. Forensic nurses must negotiate the therapeutic, ethical and practical challenges of caring for high‐risk patients in a locked environment. What this paper adds to existing knowledge?: There has been no previous study to ask frontline high secure forensic nurses, union representatives, senior nurses and workforce leads about what factors may be affecting recruitment and retention in their setting.As well as the specialized and challenging nature of the work, participants identified that workforce sustainability was affected by unequal working terms and conditions, the hospital locations and wider national factors, such as changes to how nurse training was funded.They also identified that some strategies that were employed to address workforce shortages, such as day‐to‐day movement of staff within the hospital and incentive packages for new recruits could be demotivating for established staff. What are the implications for practice?: Forensic high secure nursing workforce strategies should include training, development and career pathways that are specific to the specialism and extend beyond preceptorship for newly qualified staff.There should be clear and equitable employment terms and conditions with remuneration packages that are consistent within and between organizations.Hospital managers should address the effect that movement of staff between wards may have on nurses' morale, therapeutic relationships and safety culture. Introduction: There has been no previous study of stakeholders' views on recruitment and retention concerns in high secure forensic settings. Aim: To identify factors affecting recruitment and retention in high secure hospitals, from the perspectives of stakeholders with experience in forensic mental health nursing. Method: Framework analysis of data from fifteen interviews and three focus groups with frontline nurses, nurse leaders, recruitment leads and union representatives from three high secure hospitals in England. Results: Six themes emerged from the data: (a) the unique nature of high secure nursing; (b) the impact of short staffing; (c) wider factors affecting the high secure nursing workforce; (d) the location; (e) staff being on different terms and conditions of work; (f) recruitment strategies. Discussion: Multiple factors are likely to simultaneously affect high secure hospital recruitment and retention. Findings on the unique nature of high secure work reflect previous qualitative research. The themes of location, working terms and condition and recruitment strategies have not been previously identified in forensic nursing research. Implications for practice: Employers should ensure that employment terms and conditions are equitable and consistent. Furthermore, hospital managers should address the effect that movement of staff between wards may have on morale and therapeutic relationships. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to explore how student nurses conceptualise their well-being and their views on how to improve student nurses' well-being. Design/methodology/approach: Qualitative inquiry using semi-structured interviews with 17 final year students. Tran-scripts were thematically analysed using Braun and Clark's six-phase approach. Findings: Three themes were identified as follows: "student nurses" "experience of the university", "the meaning of student nurse well-being" and "how the faculty could improve student well-being". The findings are interpreted with reference to notions of social capital and a sense of belonging. Practical implications: University nursing programmes should embed approaches to student well-being. Higher education institutions should ensure that their social and pastoral offer is accessible and relevant to nursing students. Originality/value: The study offers unique insight into student nurses' self-concept as "university students" in the context of their well-being. [ABSTRACT FROM AUTHOR]

The 2007 amendments to the Mental Health Act, 1983 in England and Wales enabled non-medics to take on the role of legally 'responsible clinician' for the overall care and treatment of service users detained under the Act, where previously this was the sole domain of the psychiatrist as Responsible Medical Officer. Following state sanction as an 'Approved Clinician', certain psychologists, nurses, social workers or occupational therapists may be allocated as a Responsible Clinician for specific service users. Between 2007 and 2017 only 56 non-medics had become Approved Clinicians. This study reports on a first national survey of 39 non-medical Approved Clinicians. Descriptive statistics and thematic analysis of free text answers are presented here. The survey results show the limited uptake of the role, save for in the North Eastern region of England. Non-medical Approved Clinicians were motivated by a combination of altruistic intents (namely a belief that they could offer more psychologically-informed, recovery-oriented care) and desire for professional development in a role fitting their expertise and experience. Barriers and facilitators to wider uptake of the role appear to be: organisational support, attitudes of psychiatrist colleagues and a potentially lengthy and laborious approvals application process. The survey is a starting point to further research on the interpretation and implementation of the range of statutory roles and responsibilities under English and Welsh mental health law. [ABSTRACT FROM AUTHOR]

In this article we discuss the Department of Health's Positive and Safe initiative in the context of one Inner London mental health trust. The goal of the initiative is to reduce the use of restrictive practice in mental healthcare settings and to eradicate the use of prone restraint. We discuss how we are addressing the recommendations of the guidance and the new Mental Health Act 1983: Code of Practice. Implementation of the core elements of the approach are considered: these are behavioural support planning, reducing the use of restraint and post-incident reviews. [ABSTRACT FROM AUTHOR]

Background: Responsible Clinicians are professionals who are primarily accountable for the care and treatment of patients detained under the Mental Health Act, 1983 in England and Wales. The role has only been taken up by under 100 nurses and psychologists since 2007. The aim of this study was to explore the experiences of non-medical Responsible Clinicians, to inform our understanding of interprofessional dynamics and professional identity in contemporary mental healthcare.Methods: A qualitative study comprising thematic analysis of interviews with twelve non-medical Responsible Clinicians.Results: A major theme of 'Interpretations of responsibility' emerged, with two sub themes: 'Responsibility as leadership 'and 'Responsibility as decision making'. Taking on the role had implications beyond the care of specific patients. Participants saw themselves as having the power to shape their team and service whilst exercising their authority to make difficult decisions about risk and restrictions.Conclusions: More widespread adoption of the non-medical Responsible Clinician role should not be seen solely as a solution to workforce shortages or lack of opportunities for professional advancement. Consultant nurses and psychologists who take on this role are seising the opportunity to steer service developments more widely, influencing team dynamics and perceptions of accountability. [ABSTRACT FROM AUTHOR]

Objective: Midwifery student mental wellbeing is an important consideration for the sustainability of the profession, however it has seldom been the subject of empirical research. Previous studies of the lived experience of midwifery students have focused on the impact of transition experiences and student satisfaction, rather than specifically on mental health and students' views on support for their mental wellbeing., Design: A qualitative descriptive study using semi-structured interviews., Setting: A midwifery undergraduate programme in one university in the South of England., Participants: 20 BSc midwifery students., Findings: Two inductive themes were developed from our analysis. The theme of 'the rollercoaster' encapsulated students' experience over the length of the course, characterised by multiple culture shocks of being in different worlds, from one clinical placement to the next, from university to clinical placement. This experience was emotionally taxing. The theme of 'being noticed, feeling connected' encapsulated midwifery students' views on what could help them enjoy their training. They wanted to be seen as individuals by at least one educator, they wanted opportunities to connect with their peers and they wanted the support available to them to be consistent., Conclusions: Listening to students' insights into the lived experience of being a midwifery student can enable midwifery educators to improve the way courses are designed and support structures are put in place. The importance of having consistent contact with peers and educators cannot be underestimated., Implications for Practice: The emotional demands of midwifery training must be acknowledged. Educators should identify ways in which they can provide students with consistent individualised support and regular opportunities to meet with their peers., Competing Interests: Declaration of Competing Interest Some members of the research team had pastoral responsibilities for the student cohort from which participants were drawn. They had no role in recruitment, direct contact with research participants and did not see unanonymised versions of the study transcripts., (Copyright © 2020 Elsevier Ltd. All rights reserved.)