An examination of frequent nursing interventions and outcomes in an adolescent psychiatric inpatient unit

• Published in: International journal of mental health nursing 2009-10, Vol.18 (5), p.301-309
• Main Authors: Bobier, Candace, Dowell, Joanne, Swadi, Harith
• Format: Article
• Language: English
• Subjects: Adolescent; Adolescent Psychiatry - organization & administration; Adolescents; Affective Disorders, Psychotic - nursing; Analysis of Variance; Child & adolescent psychiatry; Children; Cognitive Therapy - organization & administration; Drugs; Emotional disorders; Evidence-Based Nursing; Female; Hospital Units - organization & administration; Humans; inpatient; Inpatient care; Interdisciplinary aspects; Intervention; Interventions; Length of Stay - statistics & numerical data; Male; Mental disorders; Mental Disorders - diagnosis; Mental Disorders - nursing; Mental health; New Zealand; Nurse's Role; Nursing; Nursing Evaluation Research; nursing intervention; outcome; Outcome Assessment (Health Care) - organization & administration; Patient Education as Topic - organization & administration; Problem solving; Prospective Studies; psychiatric; Psychiatric hospitals; Psychiatric nurses; Psychiatric nursing; Psychiatric Nursing - organization & administration; Psychiatric-mental health nursing; Psychotic Disorders - nursing; Quality control; Severity of Illness Index; Stress Disorders, Post-Traumatic - nursing; Stress management; Teenagers; Total Quality Management
• ISSN: 1445-8330; 1447-0349
• DOI: 10.1111/j.1447-0349.2009.00618.x

Little is known about which nursing interventions used in adolescent psychiatric inpatient treatment demonstrate improvements in outcome in the ‘real world’ setting, despite an increase in external outcomes reporting requirements.This paper examines nursing and other multidisciplinary interventions commonly used at the Youth Inpatient Unit, Christchurch, New Zealand, in relation to improvements in outcomes as measured by the Health of the Nation Outcome Scales for Children and Adolescents, utilizing data gathered prospectively as part of an ongoing quality assurance and outcomes project. We found the majority of interventions investigated were utilized equally across diagnostic groups, although stress management and problem‐solving education was used more for patients with mixed affective disorders. Further, the results contribute to growing evidence toward the value of providing medication and problem‐solving education to this population. Mental health nurses working with children and adolescents should be supported to utilize and develop their unique skill set to offer targeted interventions and to examine their practice to identify the most valuable interventions for their patients within this developmental context.