Katayama Miho, Aijo Ritsuko, Kitaoka Kazuyo, Kawaguchi Megumi
Department of Nursing, Faculty of Health Sciences, Komatsu University, Mukaimotoorimachi He 14-1, Komatsu, City, Ishikawa Prefecture 923-0961, Japan.
Department of Nursing, Faculty of Health Sciences, Komatsu University, Mukaimotoorimachi He 14-1, Komatsu, City, Ishikawa Prefecture 923-0961, Japan; Doctoral Course, Department of Neuroscience, Graduate School of Medical Sciences, Kanazawa University, 13-1 Takara-machi, Kanazawa, Ishikawa 920-8640, Japan.
Nurse Educ Today. 2024 Jul;138:106190. doi: 10.1016/j.nedt.2024.106190. Epub 2024 Apr 3.
The Strengths Model, a framework grounded in the belief that everyone has an inherent capability to cope with challenges, is designed to support the hopes and aspirations of people with psychiatric disabilities, guiding them toward their desired self-image. The model originally gained attention in the field of social welfare and has since become popular in the field of community mental health. There is an increasing demand for nurses to understand and implement this model in the support they provide.
To clarify how implementation of the Strengths Model in nurse education impacts students' perceptions of their clients with psychiatric disabilities.
Qualitative descriptive study informed by Grounded Theory.
Public university nursing practicum.
Sixteen fourth-year students undertaking a practicum using the Strengths Model.
Semi-structured interviews.
The core concept identified was that people with psychiatric disabilities uncover their own inherent strengths. Students began their engagement by listening to clients' dreams and goals. Then, three processes were identified that led to the outcome of students seeing clients in terms of their limitations, while one process was identified that led to the alternate desirable outcome of students developing a sense of respect for clients.
These findings indicate that the process leading to students developing a sense of respect for clients with psychiatric disabilities involved three interrelated factors: students listening to clients' dreams and goals, both parties working together to discover the clients' dreams, and clients uncovering their own inherent strengths and then leveraging them. Incorporating the Strengths Model, which takes a person-centric approach to support the agency of people with psychiatric disabilities, into nurse education has the potential to foster healthcare professionals who respect people with psychiatric disabilities, see them on an equal footing, and consider themselves partners in facilitating the recovery journey.
优势模型是一个基于“每个人都有应对挑战的内在能力”这一信念的框架，旨在支持有精神疾病残疾的人的希望和抱负，引导他们走向理想的自我形象。该模型最初在社会福利领域受到关注，此后在社区心理健康领域变得流行。护士在提供支持时理解并实施该模型的需求日益增加。
阐明在护理教育中实施优势模型如何影响学生对有精神疾病残疾的服务对象的看法。
基于扎根理论的定性描述性研究。
公立大学护理实习。
16名使用优势模型进行实习的四年级学生。
半结构化访谈。
确定的核心概念是有精神疾病残疾的人会发现自己内在的优势。学生通过倾听服务对象的梦想和目标开始接触。然后，确定了三个导致学生从服务对象的局限角度看待他们的过程，同时确定了一个导致学生对服务对象产生尊重感这一理想替代结果的过程。
这些发现表明，导致学生对有精神疾病残疾的服务对象产生尊重感的过程涉及三个相互关联的因素：学生倾听服务对象的梦想和目标、双方共同努力发现服务对象的梦想，以及服务对象发现自己内在的优势并加以利用。将以个人为中心支持有精神疾病残疾的人的机构的优势模型纳入护理教育，有可能培养出尊重有精神疾病残疾的人、平等看待他们并将自己视为促进康复之旅伙伴的医疗保健专业人员。
