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2. Parallel Process in Clinical Supervision: Enhancing Learning and Providing Support.

Author

Playle, John F. and Mullarkey, Kevin

Abstract

Nursing is increasingly characterized by interpersonal involvement with patients, paralleled by the relationship between clinical supervisors and student nurses. Awareness of unconscious processes such as transference and countertransference is vital to exploit the potential for learning and support in clinical supervision. (SK)

Published
1998

31. Generic training

Author

Callaghan, Patrick, Playle, John, and Cooper, Linda

Published
2008

36. Nurses and subordination: a historical study of mental nurses’ perceptions on administering\ud aversion therapy for ‘sexual deviations’

Author

Dickinson, Tommy, Cook, Matt, Playle, John, and Hallett, Christine

Subjects
RT
Abstract

This study aimed to examine the meanings that nurses attached to the ‘treatments’ administered to cure ‘sexual deviation’ (SD) in the UK, 1935–1974. In the UK, homosexuality was considered a classifiable mental illness that could be ‘cured’ until 1992. Nurses were involved in administering painful and distressing treatments. The study is based on oral history interviews with fifteen nurses who had administered treatments to cure individuals of their SD. The interviews were transcribed for historical interpretation. Some nurses believed that their role was to passively follow any orders they had been given. Other nurses limited their culpability concerning administering these treatments by adopting dehumanising and objectifying language and by focusing on administrative tasks, rather than the human beings in need of their care. Meanwhile, some nurses genuinely believed that they were acting beneficently by administering these distinctly unpleasant treatments. It is envisaged that this study might act to reiterate the need for nurses to ensure their interventions have a sound evidence base and that they constantly reflect on the moral and value base of their practice and the influence that science and societal norms can have on changing views of what is considered ‘acceptable practice’.

Published
2013

38. A follow-up evaluation of the impact of the Chief Nursing Officer's review of mental health nursing in Mental Health Trusts and Universities in England:comparisons of two e-surveys

Author

Baker, John, Swarbrick, Caroline, Campbell, Malcolm, Playle, John, Lovell, Karina, Baker, John, Swarbrick, Caroline, Campbell, Malcolm, Playle, John, and Lovell, Karina

Abstract

Aims. This article is a report of a study that aimed to establish a national picture of the implementation of Review recommendations over time in both Mental Health Trusts and Higher Education Institutions (Universities) in England. Background. The 2006 Review of Mental Health Nursing in England by the Chief Nursing Officer made 17 key recommendations for Mental Health Trusts and Universities to improve mental health nursing. This article outlines key findings from a national survey of National Health Service Trusts and Universities in England with regard to prioritization and progress on implementation of these recommendations. Methods. An e-survey was carried out in 2008-2009 based on the Chief Nursing Officer review recommendations and guidance. Participants included all Trusts which delivered mental health services (n=68) and Universities which delivered pre-registration mental health nursing education (n=50) in England. Results. There appears to be some evidence that the Chief Nursing Officer review of Mental Health Nursing in England continues to be implemented in both Mental Health Trusts and Universities. There is variety in levels of implementation, but Mental Health Trusts and Universities broadly agree on priority areas. Conclusions. The Chief Nursing Officer review has been influential in focusing the care and education of mental health nurses and services in England. There appears to be a range of barriers and facilitators which aid the implementation of healthcare policy. More attention is required from researchers to enhance and evaluate the impact of policy implementation on the quality of care provided. © 2011 Blackwell Publishing Ltd.

Published
2012

49. EDUCATION IS KEY.

Author

Playle, John

Abstract

The article focuses on the importance of education in tennis coaching. It cites Australian tennis coach John Playle who began playing tennis at 7 and started coaching at 17 with the aim of having a career in the sport he loves while continuing to pass on the knowledge he gained as a player. It also notes the interaction of coach and player as the cornerstone of an effective relationship in tennis along with constant communication, proper work ethic and gaining further coaching education for the development of players to their full potentials.

Published
2011

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