Child and adolescent mental health nurses’ perceptions of their professional identity: an exploratory study
| Pages | 281-291 |
| Date | 11 September 2017 |
| DOI | https://doi.org/10.1108/JMHTEP-12-2016-0058 |
| Published date | 11 September 2017 |
| Author | Philippa Rasmussen,Tiffany Conroy,Mette Grønkjær |
| Subject Matter | Health & social care,Mental health,Mental health education |
Child and adolescent mental health
nurses’perceptions of their professional
identity: an exploratory study
Philippa Rasmussen, Tiffany Conroy and Mette Grønkjær
Abstract
Purpose –Nurses with specialised knowledge, experience and education are needed to provide specific
care in nursing subspecialties such as child and adolescent mental health (CAMH) nursing. However, some of
these attributes are implicit and not clear to the wider nursing community. The purpose of this paper is to
explore the applicability of a conceptual framework for CAMH inpatient nursing practice to other areas of
CAMH nursing practice. This paper presents an exploratory study regarding the applicability of the framework
to two small cohorts of CAMH nurses. This study was conducted in Tasmania, Australia and Northern
Denmark. These settings were chosen due to the self-perceived knowledge gap surrounding the role and
professional identity of these Australian and Danish CAMH nurses.
Design/methodology/approach –An exploratory qualitative study within the social constructivist paradigm
was undertaken. The method of data collection was two focus groups of CAMH nurses in Tasmania,
Australia and Northern Denmark. The data were analysed using an adaptation of a six-phase thematic
analysis process.
Findings –The analysis of the data resulted in three themes: individual preparation and experience of CAMH
nurses, knowledge transfer and nurses’perceptions of their individual and team roles. The findings have
contributed new knowledge of CAMH nursing.
Originality/value –The findings of this study may support the applicability of the conceptual framework with
participants’endorsing that it reflects their role.
Keywords Professional identity, Qualitative research, Role, Child and adolescent mental health nursing
Paper type Research paper
Introduction
Child and adolescent mental health (CAMH) nursing is a recognised sub-specialty of mental
health nursing. However, unlike mental health nursing, which has specific competency standards
to guide practice (Geanellos, 2002; Australian College of Mental Health Nurses Inc, 2010), there
is no single specific role definition for the work of CAMH nurses in many countries including
Australia and Denmark. A study on the role of CAMH nurses in an outpatient unit in the UK
showed that CAMH nurses were unable to articulate their practice (Baldwin, 2002; Limerick and
Baldwin, 2000). Baldwin (2002) concluded that a better definition of the “core activity”of CAMH
nursing was urgently required, as there is a risk either that the role will be lost or the CAMH nurses
could be replaced by other workers who are better able to define their contribution to this
specialty area. This is supported by McDougall (2006, 2011, 2017) who suggested that the lack
of clarity about the role has potential risks for the future of CAMH nursing, such as a loss of
this specialty to the nursing profession. In response to this issue, recent research has examined
the role of CAMH nurses in an inpatient unit (Rasmussen, 2015; Rasmussen et al., 2014).
The findings of the research revealed the parameters of CAMH nurses practice and how they
develop the nursing knowledge and skills needed to undertake their role. In identifying the
parameters of CAMH nursing practice, a holistic conceptual framework was developed
(Rasmussen, 2015). The conceptual framework was developed to identify the work of CAMH nurses.
Received 13 December 2016
Revised 4 May 2017
Accepted 15 June 2017
The authors wish to acknowledge
the contribution of the CAMH
nurse participants from Australia
and Denmark as well as Christine
Handley and Dr Rikke Jørgensen
for their support of the research.
Philippa Rasmussen is a
Master of Nursing Science
Program Coordinator and
Tiffany Conroy is a Program
Coordinator, both at the
Adelaide Nursing School,
The University of Adelaide,
Adelaide, Australia.
Mette Grønkjær is based at the
Clinical Nursing Research Unit,
Aalborg University Hospital,
Aalborg, Denmark and
Department of Clinical
Medicine, Aalborg University,
Aalborg, Denmark.
DOI 10.1108/JMHTEP-12-2016-0058 VOL. 12 NO. 5 2017, pp. 281-291, © Emerald Publishing Limited, ISSN 1755-6228
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THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
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