Moller M D, Pierce A, Roach R, Shanahan C, Loch E
Issues Ment Health Nurs. 1991 Oct-Dec;12(4):343-57. doi: 10.3109/01612849109010016.
The academic and clinical content of psychiatric nursing curricula in the registered nurse basic educational programs in Nebraska for academic year 1989-1990 was explored by the Nebraska Sub-group of the Nursing Curriculum and Training Task Force of the National Alliance for the Mentally Ill. The review includes literature regarding the history, development, and future trends of psychiatric nursing; factors affecting nursing student attitudes toward psychiatric patients; basic content included in psychiatric and psychosocial nursing curricula; and concepts essential in working with the seriously, persistently mentally ill. Contrary to current trends in the United States, all Nebraska schools of nursing have a generic psychiatric nursing course taught by clinical specialists in psychiatric-mental health nursing. Hands-on clinical time spent with patients with psychiatric diagnoses as well as those with psychosocial needs varies from 84 to 200 hr per semester. Not all students are exposed to patients with severe and persistent mental illness. Fewer than 5% of Nebraska graduates choose psychiatric nursing as their area of practice. The authors express grave concern for the future of psychiatric nursing education. Implications for curriculum revision and replication studies are suggested.
1989 - 1990学年，美国全国精神病患者联盟护理课程与培训特别工作组内布拉斯加小组，对该州注册护士基础教育项目中精神科护理课程的学术与临床内容进行了探究。此次审查涵盖了有关精神科护理的历史、发展及未来趋势的文献；影响护理专业学生对精神科患者态度的因素；精神科与心理社会护理课程所包含的基本内容；以及与严重、持续性精神疾病患者打交道时必不可少的概念。与美国当前的趋势相反，内布拉斯加州所有护理院校都开设了由精神科心理健康护理临床专家讲授的普通精神科护理课程。与患有精神科诊断疾病以及有心理社会需求的患者进行实际临床接触的时间，每学期从84小时到200小时不等。并非所有学生都接触过患有严重持续性精神疾病的患者。在内布拉斯加州，选择精神科护理作为执业领域的毕业生不到5%。作者对精神科护理教育的未来深表担忧。文中还提出了对课程修订及复制研究的启示。
