research topics for mental health nurses

35+ Research Topics on Mental Health Nursing: Fostering Wellbeing in Psychiatric Care

• Carla Johnson
• August 24, 2023
• Essay Topics and Ideas

Mental health nursing is a critical pillar in nurturing the overall wellness of individuals grappling with psychiatric conditions. Aspiring nursing students, comprehending the nuances of mental health nursing is not only pivotal for your academic voyage but also your future professional practice. In this comprehensive guide, we delve profoundly into mental health nursing. We will explore a range of PICOT questions, propose ideas for evidence-based practice (EBP) projects, furnish you with capstone project ideas, offer a spectrum of research paper topics, present a compilation of research questions, and provide several essay topic concepts. All these facets are intended to equip you holistically for this indispensable domain.

What You'll Learn

Understanding the Essence of Mental Health Nursing

Mental health nursing entails the compassionate care and unwavering support extended to individuals traversing the challenges of mental health issues. The role of a mental health nurse transcends the confines of conventional medical care , encompassing therapeutic communication, emotional bolstering, and fostering an environment conducive to healing. Mental health nurses operate in a myriad of settings including hospitals, community health centers, and outpatient clinics, playing an instrumental role in shaping the lives of their patients.

PICOT Questions on Mental Health Nursing

• Population (P): Adults under psychiatric care ; Intervention (I): Integration of daily RS questionnaire; Comparison (C): Units without daily survey; Outcome (O): Decreased employment of restraint and seclusion; Time (T): 6 months. How does the incorporation of a daily RS (Restraint and Seclusion) questionnaire for adults in psychiatric care, compared to units lacking this daily survey, impact the reduction in the utilization of restraint and seclusion for 6 months?
• P: Adolescents with depressive disorders ; I: Implementation of mindfulness-based intervention; C: Standard therapeutic approach; O: Mitigation of depressive symptoms; T: 8 weeks. Among adolescents diagnosed with depressive disorders, what is the effect of incorporating a mindfulness-based intervention, compared to standard therapy, on alleviating depressive symptoms over an 8-week period?
• P: Elderly residents in long-term care facilities; I: Deployment of pet therapy ; C: Absence of pet therapy; O: Enhancement of mood and social interaction; T: 3 months. In elderly individuals residing within long-term care facilities, does the introduction of pet therapy, as opposed to its absence, result in a noticeable improvement in mood and social interaction over a course of 3 months?
• P: Individuals grappling with schizophrenia ; I: Integration of family psychoeducation; C: Standard care regimen; O: Diminished recurrence rate of episodes; T: 1 year. For individuals diagnosed with schizophrenia, does the inclusion of family psychoeducation within their treatment plan, when compared to standard care, lead to a reduction in the frequency of relapses over a 1-year period?
• P: Veterans afflicted with post-traumatic stress disorder (PTSD); I: Employment of virtual reality exposure therapy; C: Conventional therapeutic methods; O: Reduction in symptoms of PTSD; T: 10 sessions. In veterans struggling with post-traumatic stress disorder (PTSD), does the utilization of virtual reality exposure therapy result in a more pronounced reduction in PTSD symptoms, when contrasted with conventional therapy, across a span of 10 sessions?
• P: Children diagnosed with autism spectrum disorder (ASD); I: Incorporation of equine-assisted therapy; C: Standard interventions; O: Amplification of social skills; T: 12 weeks. Among children with autism spectrum disorder (ASD), does participation in equine-assisted therapy yield an advancement in social skills, in comparison to standard interventions, over a duration of 12 weeks?
• P: Inpatient populace with bipolar disorder ; I: Introduction of a mood tracking application; C: Conventional mood charting techniques; O: Attainment of superior mood stability; T: 6 months. Within inpatients diagnosed with bipolar disorder, does the utilization of a mood tracking application for monitoring moods contribute to enhanced mood stability in comparison to conventional mood charting over a span of 6 months?
• P: Individuals contending with eating disorders; I: Application of cognitive-behavioral therapy (CBT); C: Provision of supportive counseling; O: Reduction in maladaptive eating behaviors; T: 16 sessions. For individuals grappling with eating disorders, does the implementation of cognitive-behavioral therapy (CBT) yield a more substantial reduction in maladaptive eating behaviors, when contrasted with supportive counseling, over 16 sessions?
• P: Patients undergoing substance abuse treatment; I: Integration of music therapy; C: Absence of music therapy; O: Mitigation of anxiety and cravings; T: 8 weeks. Among patients undergoing substance abuse treatment, does engagement in music therapy contribute to a reduction in anxiety and cravings, in comparison to those without exposure to music therapy, over a duration of 8 weeks?
• P: Senior residents of assisted living facilities; I: Implementation of reminiscence therapy; C: Participation in routine activities; O: Elevation in cognitive functioning; T: 3 months.

In senior individuals residing in assisted living facilities, does involvement in reminiscence therapy lead to an improvement in cognitive functioning when juxtaposed with engagement in routine activities across a span of 3 months?

5 EBP Projects on Mental Health Nursing

• Appraising the Efficacy of Art Therapy in Alleviating Anxiety Among Schizophrenia Patients.
• Probing the Influence of Exercise Interventions on Bipolar Disorder Patients’ Depressive Symptoms.
• Unpacking Aromatherapy’s Role in Managing Agitation Among Dementia Patients.
• Evaluating Peer Support Groups’ Contribution to Borderline Personality Disorder Recovery.
• Analyzing Virtual Support Networks’ Role in Mitigating Adolescent Social Anxiety Isolation.

Engaging Capstone Projects on Mental Health Nursing

• Forging a Mental Health Awareness Campaign to Combat Stigma Surrounding Help-Seeking in High Schools.
• Devising an Inclusive Training Module for Nurses Enhancing Communication with Psychosis Patients.
• Crafting a Manual to Empower Families in Supporting Loved Ones with Obsessive-Compulsive Disorder (OCD).
• Establishing a Mindfulness Program for Psychiatric Hospital Personnel to Counter Burnout.
• Designing a Transitional Care Blueprint for Smooth Community Reintegration of Severe Mental Illness Patients Post-Hospitalization.

Research Paper Topics on Mental Health Nursing

• Examining the Role of Trauma-Informed Care in Enhancing Recovery for Domestic Violence Survivors with PTSD.
• Delving into the Nexus Between Childhood Trauma and the Emergence of Dissociative Identity Disorder.
• Surveying the Impact of Sleep Quality on College Students’ Mental Health : A Systematic Review.
• Assessing Telepsychiatry’s Efficacy in Extending Mental Health Services to Rural Regions.
• Navigating Cultural Competency in the Assessment and Treatment of Diverse Depression Patients.

Mental Health Nursing Research Questions

• How Does Early Intervention in Childhood Emotional Dysregulation Shape Mood Disorder Onset in Adulthood?
• What Are the Challenges to Adherence to Medication Among Schizophrenia Patients, and How Can Nursing Strategies Address Them?
• What Is the Impact of Mindfulness-Based Stress Reduction Initiatives on Psychiatric Nurses’ Stress Levels?
• What Factors Contribute to the Overrepresentation of Marginalized Individuals with Coexisting Mental Illness in the Criminal Justice System?
• What Are the Long-Term Effects of Electroconvulsive Therapy (ECT) on Memory and Cognitive Function in Severe Depression Patients?

Essay Topic Ideas & Examples

• Ethical Conundrums in Administering Electroconvulsive Therapy (ECT).
• Exploring the Nexus Between Trauma and Substance Abuse in Individuals with Dual Diagnoses.
• Nurses’ Role in Preventing Suicides: Assessing Risk and Providing Support.
• Cultural Proficiency in Mental Health Nursing: Catering to Multifaceted Patient Requirements.
• COVID-19’s Ripples on Healthcare Providers’ Mental Health: Coping Strategies Amid Challenges.

As you immerse yourself in the tapestry of mental health nursing, myriad opportunities unfold for your contributions to research, evidence-based practices, and compassionate patient care. These PICOT questions, EBP project suggestions, capstone project proposals, research paper topics, research questions, and essay themes constitute the foundation of your journey. Each endeavor you undertake to deepen your comprehension and skills in mental health nursing brings you closer to making a profound difference in the lives entrusted to your care. Should you need additional guidance when crafting essays, research papers, or any scholastic composition related to nursing and mental health, do not hesitate to seek professional aid. Our writing services are tailored to support your academic growth and triumph, ensuring your valuable contributions to mental health nursing are eloquently conveyed and impactful.

• What are the 4 principles of mental health nursing?

The four principles of mental health nursing are: therapeutic relationships, holistic care, patient-centeredness, and evidence-based practice. These principles guide nurses in providing comprehensive and effective care to individuals with mental health conditions.

• What is the role of a nurse in mental health treatment?

Nurses in mental health treatment play a pivotal role in assessing, planning, implementing, and evaluating care for patients with mental health issues. They provide therapeutic support, administer medications, conduct psychoeducation, and collaborate with the multidisciplinary team to promote recovery.

• What are the different types of mental health nurses?

Different types of mental health nurses include psychiatric-mental health nurses, advanced practice psychiatric nurses, child and adolescent mental health nurses, and geriatric mental health nurses. These specialized nurses cater to diverse patient populations and address specific mental health challenges.

• What are the 6 C’s in mental health nursing?

The 6 C’s in mental health nursing stand for Care, Compassion, Competence, Communication, Courage, and Commitment. These core values guide mental health nurses in delivering compassionate and effective care to individuals facing mental health issues.

Mental health nursing stands as a critical pillar in nurturing the overall wellness of individuals grappling with psychiatric conditions. Aspiring nursing students, comprehending the nuances of mental health nursing is not only pivotal for your academic voyage but also for your future professional practice. In this comprehensive guide, we delve profoundly into the realm of mental health nursing. We will explore a range of PICOT questions, propose ideas for evidence-based practice (EBP) projects, furnish you with capstone project ideas, offer a spectrum of research paper topics, present a compilation of research questions, and provide a plethora of essay topic concepts. All these facets are intended to equip you holistically for this indispensable domain.

Mental health nursing entails the compassionate care and unwavering support extended to individuals traversing the challenges of mental health issues. The role of a mental health nurse transcends the confines of conventional medical care, encompassing therapeutic communication, emotional bolstering, and fostering an environment conducive to healing. Mental health nurses operate in a myriad of settings including hospitals, community health centers, and outpatient clinics, playing an instrumental role in shaping the lives of their patients.

• Population (P): Adults under psychiatric care; Intervention (I): Integration of daily RS questionnaire; Comparison (C): Units without daily survey; Outcome (O): Decreased employment of restraint and seclusion; Time (T): 6 months. How does the incorporation of a daily RS (Restraint and Seclusion) questionnaire for adults in psychiatric care, compared to units lacking this daily survey, impact the reduction in the utilization of restraint and seclusion over a span of 6 months?
• P: Adolescents with depressive disorders; I: Implementation of mindfulness-based intervention; C: Standard therapeutic approach; O: Mitigation of depressive symptoms; T: 8 weeks. Among adolescents diagnosed with depressive disorders, what is the effect of incorporating a mindfulness-based intervention, in comparison to standard therapy, on the alleviation of depressive symptoms over an 8-week period?
• P: Elderly residents in long-term care facilities; I: Deployment of pet therapy; C: Absence of pet therapy; O: Enhancement of mood and social interaction; T: 3 months. In elderly individuals residing within long-term care facilities, does the introduction of pet therapy, as opposed to its absence, result in a noticeable improvement in mood and social interaction over a course of 3 months?
• P: Individuals grappling with schizophrenia; I: Integration of family psychoeducation; C: Standard care regimen; O: Diminished recurrence rate of episodes; T: 1 year. For individuals diagnosed with schizophrenia, does the inclusion of family psychoeducation within their treatment plan, when compared to standard care, lead to a reduction in the frequency of relapses over a 1-year period?
• P: Inpatient populace with bipolar disorder; I: Introduction of a mood tracking application; C: Conventional mood charting techniques; O: Attainment of superior mood stability; T: 6 months. Within inpatients diagnosed with bipolar disorder, does the utilization of a mood tracking application for monitoring moods contribute to enhanced mood stability in comparison to conventional mood charting over a span of 6 months?
• Surveying the Impact of Sleep Quality on College Students’ Mental Health: A Systematic Review.

As you immerse yourself in the tapestry of mental health nursing, myriad opportunities unfold for your contributions to research, evidence-based practices, and compassionate patient care. These PICOT questions, EBP project suggestions, capstone project proposals, research paper topics, research questions, and essay themes constitute the foundation of your journey. Each endeavor you undertake to deepen your comprehension and skills in mental health nursing brings you closer to making a profound difference in the lives entrusted to your care. Should you find yourself in need of additional guidance when crafting essays, research papers, or any scholastic composition related to nursing and mental health, do not hesitate to seek professional aid. Our writing services are tailored to support your academic growth and triumph, ensuring your valuable contributions to the realm of mental health nursing are eloquently conveyed and impactful.

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Psychiatric-Mental Health Nursing Research Paper Topics

This page provides a comprehensive list of psychiatric-mental health nursing research paper topics , which serves as a crucial resource for nursing students assigned to write research papers. The field of psychiatric-mental health nursing is vast, encompassing a wide variety of topics related to mental health care. This extensive list has been carefully curated to include a diverse range of topics divided into ten distinct categories, making it easier for students to find a subject of interest and relevance to their studies. In addition to the list of topics, the page also includes a detailed article discussing the significance of psychiatric-mental health nursing and the various aspects it covers. Additionally, the page offers information on iResearchNet’s writing services, providing an opportunity for students to order custom-written research papers if needed. Ultimately, this page serves as a one-stop resource for students, aiding them in selecting a topic, understanding the importance of psychiatric-mental health nursing, and, if necessary, ordering a custom research paper.

100 Psychiatric-Mental Health Nursing Research Paper Topics

The field of psychiatric-mental health nursing is incredibly diverse, providing a wide range of research opportunities. Understanding the various aspects of psychiatric-mental health nursing is crucial for providing comprehensive care to patients with mental health issues. This section provides a comprehensive list of psychiatric-mental health nursing research paper topics, categorized into ten different areas of focus. These topics are carefully selected to cover the most pertinent issues and trends in the field, encouraging students to explore and contribute to the existing body of knowledge.

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Understanding Mental Health Disorders

• The role of genetic factors in the development of schizophrenia.
• The impact of childhood trauma on adult mental health.
• The relationship between anxiety disorders and cardiovascular diseases.
• The link between depression and chronic pain.
• The effect of sleep disorders on mental health.
• The role of nutrition in managing mental health disorders.
• The impact of substance abuse on mental health.
• The relationship between personality disorders and criminal behavior.
• The role of social support in managing bipolar disorder.
• The impact of post-traumatic stress disorder on quality of life.

Psychopharmacology in Mental Health Nursing

• The effectiveness of antidepressants in managing major depressive disorder.
• The side effects of antipsychotic medications.
• The role of mood stabilizers in managing bipolar disorder.
• The impact of benzodiazepines on cognitive function.
• The effectiveness of non-pharmacological interventions in managing anxiety disorders.
• The role of psychostimulants in managing attention deficit hyperactivity disorder (ADHD).
• The impact of medication adherence on treatment outcomes in schizophrenia.
• The role of pharmacogenomics in personalized treatment of mental health disorders.
• The effectiveness of electroconvulsive therapy in treatment-resistant depression.
• The impact of polypharmacy on treatment outcomes in elderly patients with mental health disorders.

Therapeutic Communication in Mental Health Nursing

• The impact of therapeutic communication on patient outcomes in mental health care.
• The role of non-verbal communication in building therapeutic relationships with patients.
• The effectiveness of motivational interviewing in substance abuse treatment.
• The impact of active listening on patient satisfaction and adherence to treatment.
• The role of empathy in mental health nursing.
• The effectiveness of group therapy in managing social anxiety disorder.
• The impact of family therapy on the mental health of adolescents.
• The role of cognitive-behavioral therapy in managing depression.
• The effectiveness of dialectical behavior therapy in managing borderline personality disorder.
• The impact of psychoeducation on the management of schizophrenia.

Mental Health Promotion and Prevention

• The role of school-based mental health programs in preventing adolescent depression.
• The effectiveness of community-based mental health promotion programs.
• The impact of workplace mental health promotion programs on employee well-being.
• The role of physical activity in preventing mental health disorders.
• The effectiveness of mindfulness-based stress reduction in preventing anxiety and depression.
• The impact of social support on the prevention of mental health disorders.
• The role of early intervention programs in preventing the development of psychosis.
• The effectiveness of suicide prevention programs in reducing suicide rates.
• The impact of anti-stigma campaigns on public attitudes towards mental health.
• The role of primary care providers in mental health promotion and prevention.

Legal and Ethical Issues in Mental Health Nursing

• The impact of involuntary hospitalization on the mental health of patients.
• The role of advanced directives in mental health care.
• The effectiveness of mental health courts in reducing recidivism rates.
• The impact of confidentiality breaches on the therapeutic relationship.
• The role of informed consent in mental health care.
• The effectiveness of restraint and seclusion in managing aggressive behavior.
• The impact of medication refusal on treatment outcomes.
• The role of ethics committees in resolving ethical dilemmas in mental health care.
• The effectiveness of de-escalation techniques in managing aggressive behavior.
• The impact of legal and ethical issues on the role of the mental health nurse.

Mental Health Nursing Across the Lifespan

• The impact of developmental stages on the mental health of individuals.
• The role of mental health nursing in the care of children and adolescents.
• The effectiveness of mental health interventions for older adults.
• The impact of life transitions on mental health.
• The role of mental health nursing in the care of pregnant and postpartum women.
• The effectiveness of mental health interventions for individuals with intellectual disabilities.
• The impact of aging on mental health.
• The role of mental health nursing in the care of individuals with dementia.
• The effectiveness of mental health interventions for adolescents with eating disorders.
• The impact of end-of-life care on the mental health of patients and their families.

Cultural Competence in Mental Health Nursing

• The impact of cultural competence on patient satisfaction and outcomes in mental health care.
• The role of cultural competence in building therapeutic relationships with patients from diverse backgrounds.
• The effectiveness of culturally tailored interventions in managing mental health disorders.
• The impact of language barriers on access to mental health care.
• The role of cultural competence in the assessment and diagnosis of mental health disorders.
• The effectiveness of cultural competence training for mental health professionals.
• The impact of cultural beliefs and practices on mental health.
• The role of cultural competence in the prevention of mental health disorders.
• The effectiveness of culturally adapted cognitive-behavioral therapy in managing depression.
• The impact of cultural competence on the delivery of mental health services to immigrant and refugee populations.

Psychiatric-Mental Health Nursing in Various Settings

• The role of mental health nursing in primary care settings.
• The effectiveness of mental health nursing interventions in acute care settings.
• The impact of mental health nursing on patient outcomes in long-term care settings.
• The role of mental health nursing in community mental health services.
• The effectiveness of mental health nursing interventions in correctional facilities.
• The impact of mental health nursing on patient outcomes in home health care.
• The role of mental health nursing in school-based mental health services.
• The effectiveness of mental health nursing interventions in emergency departments.
• The impact of mental health nursing on patient outcomes in psychiatric hospitals.
• The role of mental health nursing in substance abuse treatment centers.

Technological Advances in Mental Health Nursing

• The impact of telepsychiatry on access to mental health care in rural areas.
• The role of electronic health records in improving the quality of mental health care.
• The effectiveness of online support groups in managing mental health disorders.
• The impact of mobile applications on medication adherence in patients with mental health disorders.
• The role of virtual reality in the treatment of phobias.
• The effectiveness of online cognitive-behavioral therapy in managing anxiety disorders.
• The impact of teletherapy on patient satisfaction and outcomes in mental health care.
• The role of technology in enhancing communication between mental health professionals and patients.
• The effectiveness of online psychoeducation in the management of bipolar disorder.
• The impact of technology on the role of the mental health nurse.

Emerging Trends in Psychiatric-Mental Health Nursing

• The impact of the COVID-19 pandemic on the mental health of healthcare workers.
• The role of psychiatric-mental health nurses in addressing the opioid crisis.
• The effectiveness of trauma-informed care in managing post-traumatic stress disorder.
• The impact of the integration of mental health and primary care services on patient outcomes.
• The role of psychiatric-mental health nurses in addressing the mental health needs of LGBTQ+ populations.
• The effectiveness of peer support in the management of mental health disorders.
• The impact of climate change on mental health.
• The role of psychiatric-mental health nurses in addressing the mental health needs of immigrant and refugee populations.
• The effectiveness of mindfulness-based interventions in managing stress and burnout among mental health professionals.
• The impact of social media on mental health.

The psychiatric-mental health nursing field offers a vast array of research opportunities, as evident from the extensive list of topics provided above. These topics encompass various aspects of mental health care, from understanding mental health disorders to exploring the ethical and legal considerations in psychiatric-mental health nursing. It is crucial for students and professionals in the field to engage in research to contribute to the advancement of knowledge and improvement of mental health care. This list of psychiatric-mental health nursing research paper topics serves as a starting point for students to explore and contribute to this vital field of nursing.

The Range of Psychiatric-Mental Health Nursing Research Paper Topics

Psychiatric-mental health nursing is a specialized field of nursing that is dedicated to promoting mental health through the assessment, diagnosis, and treatment of mental health disorders and conditions. This field of nursing is incredibly important, as mental health disorders are prevalent and can have a significant impact on individuals’ overall health and well-being. According to the World Health Organization, approximately one in four people in the world will be affected by mental or neurological disorders at some point in their lives. This staggering statistic underscores the critical need for skilled psychiatric-mental health nurses who can provide comprehensive and compassionate care to individuals with mental health needs.

The significance of psychiatric-mental health nursing is multifaceted. First and foremost, psychiatric-mental health nurses play a crucial role in providing care and support to individuals with mental health disorders. They are often the first point of contact for individuals seeking help for mental health issues and play a key role in the assessment and diagnosis of mental health disorders. Psychiatric-mental health nurses also develop and implement treatment plans, provide psychoeducation to patients and their families, and offer support and counseling. Additionally, they play a vital role in crisis intervention and the management of acute mental health episodes.

Furthermore, psychiatric-mental health nurses also play a critical role in promoting mental health and preventing mental health disorders. They work in a variety of settings, including community mental health centers, schools, and primary care clinics, where they provide mental health education and promote strategies for maintaining good mental health. Additionally, psychiatric-mental health nurses often work in interdisciplinary teams, collaborating with other healthcare professionals, such as psychiatrists, psychologists, and social workers, to provide comprehensive care to individuals with mental health needs.

Various aspects of psychiatric-mental health nursing offer a wide range of psychiatric-mental health nursing research paper topics. One critical area of focus is mental health assessment. This involves the evaluation of an individual’s mental health status through the use of various assessment tools and techniques. Research in this area might explore the validity and reliability of different mental health assessment tools, the impact of cultural differences on mental health assessment, or the development of new assessment tools and techniques.

Another important aspect of psychiatric-mental health nursing is treatment and intervention strategies. This encompasses a wide range of approaches, from psychopharmacology to psychotherapy to lifestyle interventions. Psychiatric-mental health nursing research paper topics in this area might include the effectiveness of different treatment approaches for specific mental health disorders, the impact of treatment adherence on treatment outcomes, or the development of new intervention strategies.

The role of the psychiatric-mental health nurse is another crucial aspect of this field. Psychiatric-mental health nurses have a unique set of skills and competencies that enable them to provide comprehensive care to individuals with mental health needs. Research topics in this area might explore the impact of nurse-patient relationships on treatment outcomes, the role of psychiatric-mental health nurses in interdisciplinary teams, or the development of new competencies and skills for psychiatric-mental health nurses.

In addition to these areas, there are many other aspects of psychiatric-mental health nursing that offer a wealth of research opportunities. For example, legal and ethical issues in psychiatric-mental health nursing, the role of technology in mental health care, and the mental health needs of specific populations, such as the elderly, children, or individuals with co-occurring disorders, are all important areas of focus.

Overall, the field of psychiatric-mental health nursing offers a wide range of research opportunities. From mental health assessment to treatment and intervention strategies to the role of the psychiatric-mental health nurse, there are numerous psychiatric-mental health nursing research paper topics to explore. Engaging in research in this field is crucial for the advancement of knowledge and the improvement of mental health care for individuals around the world.

In conclusion, psychiatric-mental health nursing is a vital field that plays a crucial role in promoting mental health and providing care and support to individuals with mental health needs. The various aspects of psychiatric-mental health nursing offer a wide range of psychiatric-mental health nursing research paper topics, from mental health assessment to treatment and intervention strategies to the role of the psychiatric-mental health nurse. Engaging in research in this field is essential for advancing knowledge and improving mental health care worldwide.

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• Research article
• Open access
• Published: 26 April 2019

Mental health nurses’ attitudes, experience, and knowledge regarding routine physical healthcare: systematic, integrative review of studies involving 7,549 nurses working in mental health settings

• Geoffrey L. Dickens   ORCID: orcid.org/0000-0002-8862-1527 1 , 2 ,
• Robin Ion 3 ,
• Cheryl Waters 1 ,
• Evan Atlantis 1 &
• Bronwyn Everett 1  

BMC Nursing volume  18 , Article number:  16 ( 2019 ) Cite this article

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There has been a recent growth in research addressing mental health nurses’ routine physical healthcare knowledge and attitudes. We aimed to systematically review the empirical evidence about i) mental health nurses’ knowledge, attitudes, and experiences of physical healthcare for mental health patients, and ii) the effectiveness of any interventions to improve these aspects of their work.

Systematic review in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Multiple electronic databases were searched using comprehensive terms. Inclusion criteria: English language papers recounting empirical studies about: i) mental health nurses’ routine physical healthcare-related knowledge, skills, experience, attitudes, or training needs; and ii) the effectiveness of interventions to improve any outcome related to mental health nurses’ delivery of routine physical health care for mental health patients. Effect sizes from intervention studies were extracted or calculated where there was sufficient information. An integrative, narrative synthesis of study findings was conducted.

Fifty-one papers covering studies from 41 unique samples including 7549 mental health nurses in 14 countries met inclusion criteria. Forty-two (82.4%) papers were published since 2010. Eleven were intervention studies; 40 were cross-sectional. Observational and qualitative studies were generally of good quality and establish a baseline picture of the issue. Intervention studies were prone to bias due to lack of randomisation and control groups but produced some large effect sizes for targeted education innovations. Comparisons of international data from studies using the Physical Health Attitudes Scale for Mental Health Nursing revealed differences across the world which may have implications for different models of student nurse preparation.

Conclusions

Mental health nurses’ ability and increasing enthusiasm for routine physical healthcare has been highlighted in recent years. Contemporary literature provides a base for future research which must now concentrate on determining the effectiveness of nurse preparation for providing physical health care for people with mental disorder, determining the appropriate content for such preparation, and evaluating the effectiveness both in terms of nurse and patient- related outcomes. At the same time, developments are needed which are congruent with the needs and wants of patients.

Peer Review reports

People with a mental disorder diagnosis are at more than double the risk of all-cause mortality than the general population. Most at risk are those with psychosis, mood disorder and anxiety diagnoses. Median length of life lost by this group is 10.1 years greater for people with a diagnosis of mental disorder than for general population controls, but mortality rates are significantly higher in studies which include inpatients [ 1 ]. While risk of unnatural causes of death, notably suicide, are greatly increased in this group, it is death from natural causes that remains responsible for the vast majority of mortality. In people with schizophrenia, for example, cardiovascular disease accounts for about one third of all deaths and cancer for one in six, while other common causes are diabetes mellitus, COPD, influenza, and pneumonia [ 2 ]. A relatively high rate of tobacco smoking in this group is implicated in significant increased mortality [ 3 ], as is obesity [ 4 ], exposure to high levels of antipsychotic pharmacological treatment [ 5 ], and mental disorder itself [ 1 ].

Accordingly, the physical health of patients with mental disorder has been prioritised, becoming the focus of guidelines for practitioners in general [ 6 ] and for mental health nurses and other clinical professionals specifically [ 7 , 8 , 9 ]. However, while policies and guidelines are necessary prerequisites of change they must also be implemented in practice if they are to have a positive effect; one of the key barriers to change implementation for mental health nurses has been identified as lack of confidence, skills, and knowledge [ 10 ]. Robson and Haddad ([ 11 ]: p.74) identified that surprisingly ‘modest attention’ had been paid to the issue of such attitudes and knowledge among nurses related to their role in physical health care provision, and developed the Physical Health Assessment Scale for mental health nurses (PHASe) in order to further investigate the phenomenon. Since then, there has been a tangible and growing response among mental health nursing academics and practitioners. In recent years, published literature reviews have covered a decade of UK-only research on the role of mental health nurses in physical health care [ 12 ], patients’ and professionals’ perceptions of barriers to physical health care for people with serious mental illness [ 13 ], the focus and content of nurse-provided physical healthcare for mental health patients [ 14 ], and the physical health of people with severe mental illness [ 15 ]. There has also been an upsurge in the amount of related empirical research. However, to date, no one has systematically reviewed this growing literature about mental health nurses’ attitudes towards, or their related knowledge and experience about providing routine physical healthcare. Further, studies about the effectiveness of interventions designed to improve their delivery of or attitudes to routine physical healthcare have not been systematically appraised. This is surprising given the known links between nurses’ attitudes and their implementation of evidence-based practice [ 16 , 17 , 18 ] and the centrality of measuring nurses’ attitudes to physical health care delivery in recent mental health nursing research on the topic [ 11 , 19 , 20 ].

In this context we have conducted a systematic review to identify, appraise, and synthesise existing evidence from empirical research literature about i) mental health nurses’ experience of providing physical healthcare for patients and about their related knowledge, skills, educational preparation, and attitudes; ii) the effectiveness of any interventions aimed at improving or changing mental health nurse-related outcomes; and iii) to identify implications for the future provision of relevant training and education, for policy, research, and practice. The specific review question being addressed therefore is: what is known from the international, English language, empirical literature about mental health nurses’ skills, knowledge, attitudes, and experiences regarding provision of physical healthcare.

A systematic review of the literature following the relevant points of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses [ 21 ].

Search strategy

Since the review scope encompassed questions about experience and effectiveness a dual literature search strategy was developed. For studies about mental health nurses’ experience of delivering physical healthcare a Population Exposure Outcome (PEO) format review question was developed (Population: mental health nurses; Exposure: physical healthcare provision for patients or related training; Outcomes: experiential, social, educational, knowledge, or attitudinal terms, see Additional file  1 : Table S1). For studies of the effectiveness of interventions to improve or change mental health nurse-related outcomes a Population Intervention Comparator Outcome (PICO) structure was implemented (Population: mental health nurses; Intervention: any intervention including physical health-related education, policy or guideline change; Comparator: any or none; Outcome: any) [ 22 ]. We searched five electronic databases: i) CINAHL, ii) PubMed, iii) MedLine, iv) Scopus, and v) ProQuest Dissertations and Theses using text words and MeSH terms. The references list of all included studies, together with those of relevant literature reviews, and the tables of contents of selected mental health nursing journals were hand searched. The search terms were informed by previous literature reviews on the subject of physical healthcare in mental health. The initial search was conducted in April 2018 and re-run in September 2018.

Inclusion and exclusion criteria

Inclusion criteria for studies were English language accounts of empirical research which investigated mental health nurses’ experience of providing physical health care or examined the effectiveness of any intervention that aimed to improve outcomes related to the provision of physical healthcare. Thus, studies of interventions aimed at changing nursing practice, behaviour, knowledge, attitudes, or experiences were eligible, but not those which solely attempted to determine the effect of an intervention on nurses in terms of patient outcomes. While improvement in patient care and outcomes is clearly the desirable endpoint of any intervention on nurses, previous reviews have indicated that no good quality studies exist [ 23 ]. Additionally, studies were only eligible for inclusion where the practitioners involved comprised or included mental health or psychiatric nurses or mental health nursing students, or registered nurses whose practice was within mental health services. Included studies could have used any design or methodological approach. As in previous reviews, studies solely about mental health nurses providing care for people with alcohol/ drug misuse, or mental disorder/substance misuse dual diagnosis were not eligible. Studies about mental health nurses and the provision of emergency physical care or of their experience of providing care for the seriously deteriorating physical health of a patient were omitted as this is the subject of a separate review (Dickens et al. submitted).

Data extraction

Information about the study title, author, publication year, data collection years, location (country), research objectives, aims or hypotheses, design, population, sample details and size, data sources, study variables (i.e. details of intervention) or other exposure, unit of analysis, and study findings were extracted from full text papers. Corresponding authors of included studies were contacted regarding any issues where clarification or additional data could aid the review.

Studies were categorised as interventional or observational. Intervention studies investigated the impact of an educational, policy, or practice intervention in terms of any mental health nurse- or nursing- related outcome, e.g., knowledge, attitudes, behaviour. Intervention studies were further sub-classified as simulation studies (as defined by Bland et al. ([ 24 ]: p.668) “a dynamic process involving the creation of a hypothetical opportunity that incorporates an authentic representation of reality, facilitates active student engagement and integrates the complexities of practical and theoretical learning with opportunity for repetition, feedback, evaluation and reflection”), traditional educational interventions (e.g., lectures, workshops, workbooks), or policy-level interventions (e.g., requiring nurses to follow some new policy or implement some new practice). Observational studies either described mental health nurse- or nursing- related outcomes and/or utilised case control designs to compare them with those of other occupational or professional groups and/or used qualitative methods.

Study quality appraisal

The likelihood of bias in intervention studies was assessed against criteria described by Thomas et al. [ 25 ] and encompassed assessment of the likelihood of selection bias in the obtained sample, study design, potential confounders, blinding, potential for bias in data collection from invalid instrumentation, and participant retention (see Additional file  2 : Table S2). Relevant items from the US Department of Health & Human Sciences NIH Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies [ 26 ] were used to assess cross-sectional observational studies (see Additional file  3 : Table S3). Qualitative descriptive studies were assessed using the Critical Appraisal Skills Programme [ 27 ] tool (See Additional file  4 : Table S4). Multiple papers arising from single studies were quality assessed as a single entity. Study quality was initially undertaken independently by at least two of the team. A good level of inter-rater agreement was achieved (Cohen’s Kappa = 0.742 between pairs of raters). Disputed items were discussed by GD and CW and consensus achieved.

Study synthesis

The available total and subscale data from those studies that conducted data collection via the Physical Healthcare Attitude Scale for mental health nurses (PHASe [ 11 ]), the only scale used across more than two studies, was tabulated and compared across studies using unpaired t-tests in QuickCalcs GraphPad software. Where individual item mean and dispersion scores were unavailable estimates were calculated as follows: the mean mean (i.e., Σ means / n means) and the estimated standard deviation (the square root of the average of the variances [ 28 ]). Also, and where available, dichotomised data (‘Strongly agree’ or ‘agree’ responses versus all other responses) from the multiple studies using the 14-item PHASe scale investigating self-reported current involvement in aspects of physical healthcare was tabulated and subjected to Chi-squared analysis. Significant cross-study differences of means and proportions involved all subscale or item data for each study being compared with the corresponding subscale or item from the original study development sample, ‘the reference group’ [ 11 ].

Where available, effect sizes for correlational, interventional, or difference-related outcomes from studies were extracted or, where sufficient information presented, calculated. Where sufficient information was not presented we attempted to contact the corresponding author for clarification. Appropriate effect size statistics were calculated using an online resource [ 29 ]. All other information from study results was subject to a qualitative synthesis conducted by author 1 and subsequently refined and agreed by all of the authors.

Study settings and participants

The search strategy resulted in the inclusion of 41 study samples published in 51 papers (see Fig.  1 ) involving 7549 ( M [ SD ] = 200.5[374.1], Mdn =  47, range 2 to 1899) mental health nurses and n  = 213 mental health nursing students ( Mdn  = 33). Thirty-three samples included only nurses, of which 20 drew specifically on mental health nurses or nurses working in mental health settings only; eight samples were multidisciplinary. Four papers drew on two samples (i.e., two papers per study) while one sample featured in nine separate papers [ 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 ]. Studies were conducted in the UK ( k  = 17), Australia ( k  = 9), US ( k  = 4), Canada ( k  = 2), Qatar, Hong Kong, Japan, Jordan, Belgium, Norway, Israel, Turkey, India, and Taiwan (all k  = 1); two studies were conducted internationally; first, in Qatar, Hong Kong, and Japan [ 19 ], and the US and Canada [ 39 ]. Studies were published between 1994 and 2018 ( Mdn year of publication 2016, only n  = 9 before 2010 and n  = 1 before 2000).

PRISMA study inclusion flowchart

Study design

Eleven studies evaluated an intervention; of these, 10 utilised pre- post AB designs and one adopted a randomised controlled trial design. Other studies used cross-sectional survey or qualitative designs. Intervention studies sometimes incorporated additional qualitative or descriptive elements.

Outcome measures

The most commonly used measure employed was the PHASe or some adaptation of it [ 11 ] in seven studies reported across eight papers [ 11 , 19 , 20 , 40 , 41 , 42 , 43 , 44 ]. The PHASe comprises four factors: 1. Nurses’ attitudes to physical health care; 2. Nurses’ confidence to provide physical health care; 3. Nurses’ perceived barriers in providing physical health care; and 4. Nurses’ attitude towards smoking. Contact with study corresponding authors (Bressington, Chee, Haddad) resulted in acquisition of additional PHASe total and subscale information that was not included in the respective published study papers. Two other outcomes tools were used in two studies each, these being the purpose-designed survey measure of Howard and Gamble [ 45 ] subsequently used by Terry and Cutter [ 46 ], and Happell’s [ 33 ] own questionnaire adapted for use by Clancy et al. [ 40 ]. Most studies used purpose-designed tools. Many reported sufficient information to allow confidence about their internal reliability and face/content validity but there was little information about their measurement reliability, criterion validity, or sensitivity to change (see Additional file  5 : Table S5). A small number of papers used existing validated measures [ 47 , 48 , 49 , 50 , 51 , 52 ] and these were generally the most robust tools (see Additional file  6 : Table S6).

Study quality

All K  = 7 qualitative studies were rated very highly in terms of their quality on a 10-point assessment ( Mdn  = 9, range 9–10). Cross-sectional observational studies met a median of four of seven quality criteria (range two to six; mean[SD] 4.43[1.33]). Four of these provided an a priori sample size calculation and there was a lack of valid outcome measures in nine of the 21 studies. Overall risk of bias for cross-sectional studies was judged to be low for nine studies, unclear for six and high for six. The quality of interventional studies was generally the poorest ( Mdn  = 5, range 2 to 7 of 10 indicators). Only two were judged to be at low risk of bias (see Additional file 2 : Tables S2, Additional file 3 : Table S3, Additional file 4 : Table S4, Additional file 5 : Table S5 and Additional file 6 : Table S6 for further details). Common omissions were, again, sample size justification, lack of repeat pre-baseline and follow up measures, and information about the representativeness of included samples.

Non-intervention studies

Studies examined physical healthcare in general ( k  = 24), sexual health ( k  = 4), smoking ( k  = 6), physical activity and healthy eating, nutrition - in particular the role of Omega-3 in diet, mild brain injury, and breastfeeding (all k  = 1; see Table  1 ).

With regards to studies using the PHASe, of all possible comparisons across studies (see Tables 2 and 3 ), the mean score of the study sample differed significantly from the reference sample [ 11 ] on 13 out of 21 (61.9%) subscale and three of four total score combinations (75.0%). Analysis revealed poorer attitudes compared to the reference sample on all three of the significantly poorer attitude scores on 10/17 (58.9%) subscale comparisons, and better attitudes on three (14.3%). However, the reference group only outperformed the other studies on two of the eight possible comparisons on the subscales ‘Physical Healthcare’ and ‘Confidence in Providing Physical Healthcare’ and was poorer for three comparisons. The PHASe total score difference was greatest (large effect size) between the reference sample and Chee et al’s [ 41 ] Australian sample (Cohens d  = 1.13) followed by Bressington et al’s [ 19 ] Japanese mental health nurse sub-sample ( d  = 0.72). For subscale scores, effect sizes for differences were also largest between the reference sample and that of Chee et al. [ 41 ]. Effect sizes were in favour of the reference sample on the attitudes to smoking and barriers to physical healthcare subscales ( d  = 1.48 and 1.78 respectively). Next largest were differences between Haddad et al’s [ 43 ] sample also on the barriers to healthcare ( d  = 0.93) and attitudes to smoking subscales ( d  = 1.01). On this occasion differences were in favour of Haddad et al’s [ 43 ] sample. Attitudes to smoking were more favourable than the reference sample in two studies, comparable in one and poorer in two.

Regarding the level of self-reported involvement in aspects of physical healthcare the proportion of respondents in PHASe-studies answering ‘strongly agree’ or ‘agree’ to 14 items revealed considerable cross-sample differences. Of 95 possible comparisons between the reference study and others, 70 (73.7%) differed significantly. Of these, 86.7% compared unfavourably with the UK reference study, 13.3% favourably). The number of items per sample differing from the reference sample ranged from 7 to 13 ( Mdn =  10). Japan [ 19 ] provided the only sample of mental health nurses whose responses compared favourably with the reference sample (7/10 significantly differing responses being more favourable in the Japanese sub-sample), while Ganiah et al’s [ 42 ] sample (0/11 favourable comparisons among significantly differing responses), Happell et al’s [ 30 ] (0/14 favourable comparisons), Chee et al’s [ 41 ] Australian sample (1/11 favourable comparisons), Haddad et al’s [ 43 ] UK sample (1/10 favourable comparisons) and Bressington et al’s [ 19 ] Hong Kong sample (2/12 favourable comparisons) all fared poorly. Items relating to checking GP-status, advising on exercise, weight management, healthy eating, contraception, and eyesight checks were all rated less favourably by at least two other samples (range 2 to 6, Mdn  = 4) and more favourably by none compared with the reference sample. Only the item about ensuring patients have had their general physical health assessed on first contact with mental health services was rated more favourably by two samples and less favourably by none compared with the reference sample. For all other items there were item-level variations with no clear pattern.

The remaining non-intervention studies provide a mixed and sometimes contradictory picture. First, in terms of reported use of physical health care skills, Osborn et al’s [ 47 ] study revealed that nurses working in mental health settings in one large hospital were less likely to use physical healthcare skills than colleagues in medical, oncology, maternity and surgical settings. Further, they reported using a smaller range of relevant skills. In Howard and Gamble’s [ 45 ] survey, nurses’ responses indicated a gap between their perceived responsibilities for physical healthcare and their practice. Elsewhere, compared with those responding on behalf of healthcare and educational organisations, nurses were less likely to endorse their role in physical healthcare provision [ 53 ] and they reported very low levels of endorsement of related skills training need [ 54 ]. However, for others in more recent studies, they displayed a clear commitment to the physical healthcare role [ 55 ], and said they want more training [ 31 , 56 ]. Further, nurses strongly endorsed their own role in physical health, sexual health, and substance abuse related care and were supported strongly by other healthcare professionals [ 40 ]. Across a series of linked surveys and qualitative studies, Happell et al. [ 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 57 ] reported associations between nurses’ positive evaluation of the physical healthcare role and practicing aspects of it more commonly. In studies of nurses and specific physical healthcare-related activities there was a suggestion that respondents’ own values or beliefs might be more influential in determining their health-giving or advising behaviour in relation to smoking cessation [ 50 , 58 ]. In relation to sexual health, both Dorsay and Forchuk [ 59 ] and Quinn et al. [ 60 ] have reported that nurses cite patient embarrassment as a reason for not asking patients about sexual side effects of antipsychotic medications. Lack of time, resources and knowledge were reported as barriers to providing advice and interventions regarding exercise and physical activity [ 61 ], Omega-3 [ 62 ]. Knowledge and attitudes to HIV/AIDS were generally good [ 63 ]. Finally, smoking-cessation training was associated with more smoking-cessation helping behaviour [ 64 ] though, counter-inuitively, training was negatively associated with attitudes to smoking cessation in a single study [ 65 ]. Further, Sharma et al’s [ 64 ] study compared the attitudes of mental health trained nurses and comprehensive/ generalist trained nurses working in mental health services: the most marked differences between the groups were on the smoking-related items with the former group expressing significantly more liberal views about smoking restrictions, more worrying attitudes about the benefits and utility of cigarette use as a therapeutic tool, and less confidence in the ability of mental health patients to quit smoking. This was particularly concerning in the study context which was about attitudes to physical healthcare with younger, first episode psychosis patients.

Intervention studies

Five studies focused on physical healthcare in general and six on specific issues (diabetes n =  3; sexual health, cardiometabolic health, obesity all n =  1). Ten evaluated an educational innovation, the exception being Happell et al. [ 35 ], who examined attitudes among nurses to the introduction of a specialist cardiometabolic health nurse role. Haddad et al. [ 43 ] examined the impact of the introduction of personal physical health care plans for patients on nurses’ physical healthcare attitudes alongside the delivery of a single educational session on physical healthcare assessment. The remaining nine studies evaluated educational interventions including three involving simulation and six involving didactic teaching, workshop-format or blended-learning approaches.

Simulation studies

Duration of interventions was 30 min [ 49 ] and1-day [ 66 ], while information was not provided by Wynn [ 52 ]. The mode of simulation delivery involved manikins [ 66 ], human actor as patient [ 66 ], software-based Human Person Simulator [ 52 ], and participant as ‘patient’ in which student participants wore a 15 kg bariatric empathy suit while undertaking everyday tasks in order to help them appreciate the experience of obesity [ 49 ]. Other simulations involved diabetes care [ 52 ], fractured leg in the context of a jump or fall in a patient with first episode psychosis, medical deterioration in the same patient following transfer to a psychiatric ward, and delirium [ 66 ]. Results indicated improved clinical judgement and reduced diabetes-related medical emergency reports [ 52 ], improved knowledge, attitudes, and confidence about physical healthcare [ 66 ], improved response to obese patients, characteristics of obese patients and supportive roles in caring for obese patients [ 49 ].

Non-simulation studie

Study duration ranged from a 2.5-h workshop on physical health [ 67 ] to a 20-credit bachelor’s degree level (equivalent to 200-h of taught and self-directed study and assessment completion) module on physical healthcare in mental health [ 46 ]. Non-simulation studies evaluated the introduction of personal health plans for patients in a low secure forensic unit together with a single educational session on physical health care for nursing staff [ 43 ]. Specific topics addressed included diabetes [ 68 , 69 ], health assessment [ 46 , 67 ], oral health, IM injectables [ 68 ], vital signs, blood readings, BMI measurement [ 46 ], and cardio-metabolic health [ 35 , 57 ].

In Sung et al’s [ 51 ] RCT, nurses were allocated in a random stratified design to attend 8 × 2-h session about sexual healthcare over a period of 4-w or no intervention. Significant effects were detected in the experimental group relative to the control group for improvements in related knowledge and in attitudes, but not in self-efficacy. The study involved nurses employed both in medical and psychiatric wards (stratified allocation from both) and there was no reported effect of ward-type on outcomes. Pretest- posttest design intervention studies targeted at diabetes found greatly improved clinical judgment in relation to diabetes care and reduced diabetes-related emergency referrals [ 52 ] and similarly impressive improved diabetes-related knowledge [ 69 , 70 ]. Improved attitudes to obesity, obese patients, and supportive roles in caring for obese individuals have been reported across a mixed group of participants and did not differ between mental health and other nurses [ 49 ]. and physical healthcare in general. Happell et al. [ 57 ] reported improved support for a specialist cardiometabolic nurse role following its introduction, however we find this conclusion is unwarranted since it is derived from statistical testing of 14-questionnaire items only one of which was found significant. Interventions aimed at physical healthcare in general found some impressive post- group improvements in knowledge [ 66 , 67 , 68 ], attitudes [ 66 ], and confidence [ 46 , 66 ].

We have conducted a systematic review of the empirical literature about mental health nurses and their attitudes towards, knowledge about, and experiences of physical health care for patients. We took a broad approach to searching the literature and included interventional and observational studies involving real or simulated situations. We included studies involving mental health nursing students and multidisciplinary professional groups in addition to those including only mental health nurses. We contacted study authors to gain additional information and, for the studies using the PHASe [ 11 ] and this elicited significant, previously unpublished information. While we applied no time limits to our comprehensive search we found studies only from as early as 1994, only nine from before 2000, and the median year of publication was 2016. This means that there has been a welcome increase, which we described as a ‘mini-explosion’ in the Introduction, in related empirical work in recent years. The total number of nurses involved in studies, 7549, makes this to our knowledge one of the largest amalgamations of evidence gathered directly from mental health nurses.

However, the overall methodological quality of studies was somewhat limited, particularly interventional studies to improve mental health nurses’ physical healthcare assessment practices and skills. Nevertheless, while many of the included studies examine mental health nurses, and nurses working in mental health settings, this group comprises a heterogeneous collection of individuals of vastly differing experience, preparation, knowledge, and roles. As a result, it is not too surprising that some less well-researched areas have thrown up starkly different results. However, there is consistent evidence that there is a strong association between mental health nurses’ reported attitudes and their reported involvement in physical health care [ 19 , 20 , 42 ]. Similarly, that the nurses who value physical health care also report that they deliver more of it [ 30 ] and those who talk to at least one other discipline about their patients’ physical health do so with multiple professional groups [ 33 ]. Accordingly, fewer resources could be expended on answering these sorts of associational questions in the future.

Our conclusion is that it is now time for a new phase for mental health nursing research related to physical healthcare: efforts must be redoubled to focus on developing and testing interventions to improve nurses’ attitudes, knowledge, and skills. We must ensure that new studies are well-designed and rigorously conducted. More specifically, further research is required to build knowledge about whether the supposed benefits arising from this relationship translate into objectively better practice and indeed better patient outcomes. This would strengthen the case for training to improve attitudes and provide some urgency to better understand what interventions might deliver that outcome. Further, it appears that mental health nurses well-recognise that they require further skills and knowledge related to physical health care across a wide range of areas [ 19 , 30 , 31 , 57 , 71 ]. However, ambivalence and reluctance remains about embracing the change needed to achieve this [ 61 ].

The PHASe was used across multiple studies which allowed for some international and setting-specific comparison of nurses’ attitudes. We found that nurses’ self-perceived practices and attitudes differed significantly between samples from across the world. This, of course, may well reflect different approaches to mental health nurse preparation; for example, in Australia, all pre-registration nurses undergo the same core programme whereas in the UK mental health nursing is a specialist branch of pre-registration training. Therefore, results from Chee et al’s [ 41 ] recent study are enlightening since they reveal equivalent attitudes to physical healthcare specifically, more confidence in delivering physical healthcare but poorer scores in relation to barriers to physical healthcare delivery and smoking cessation. Given the non-equivalence of results on the attitudes to smoking subscale between Chee et al. [ 41 ] and Wynaden et al. [ 44 ], both conducted in Western Australia by related research teams, there are questions about the extent to which results are sample specific. Larger scale, representative data collection in Australia and New Zealand could therefore add significantly to the debate about nurses’ preparation for physical healthcare skills under different preparation regimes. As the PHASe authors’ note, the tool has not been subjected to tests of its stability or criterion validity and improvements in evidence for this would add significantly to the ability to draw sound conclusions from research using the tool. Findings from Osborne et al’s [ 47 ] large hospital-wide survey indicate that the gap in the physical health-related skills addressed by the PHASe is real and of concern.

Apart from the PHASe the literature is peppered with outcomes tools designed for single studies and with little evidence of anything other than face validity and internal consistency. Is it possible, we must ask, that this reflects that researchers are asking the wrong questions i.e., focusing overly on mental health nurses’ attitudes and self-proclaimed knowledge and efficacy when what is now required is a more robust approach to examining their actual knowledge and performance and, crucially, their impact on patient outcomes. Little seems to have been added to the literature on this since Hardy et al. [ 23 ] found no studies to include in their systematic review. Further, Haddad et al’s [ 43 ] study in a low secure forensic setting found nurses scoring favourably on PHASe subscales about attitudes to physical healthcare and to smoking compared with non-forensic nurses in the reference sample, suggesting perhaps that in a setting where length of stay is considerably longer then nurses have more opportunity to engage with patients in this aspect of care. Notably, however, nurses in the same sample compared unfavourably with the reference sample in terms of perceived involvement in actual physical healthcare, a somewhat contradictory finding.

For intervention studies, effect sizes were generally largest, and were in fact sometimes startlingly large, where interventions were targeted and outcomes were knowledge based (e.g., educational studies). This is unsurprising since educational interventions are generally evaluated against criteria that are specifically and directly addressed in the intervention. Outcomes tended to be measured immediately following the training [ 46 , 52 ], but their long term retention is generally not known and neither is any practical beneficial change to practice. The apparent potency of these interventions requires further testing in randomized designs with appropriate follow-up periods.

Some study samples in the current review included non-nursing staff; though their occurrence and representativeness was too limited to allow robust conclusions to be drawn about the relative state of nurses’ knowledge and attitudes within the multidisciplinary team context. Given the current review explicitly focused on mental health nurses then further research exploring the multidisciplinary aspects of physical health care provision is warranted.

Mental health nurses’ ability to provide routine physical healthcare has been highlighted in recent years. Recent literature provides a starting point for future research which must now concentrate on determining the effectiveness of nurse preparation for providing physical health care for people with mental disorder, determining the appropriate content for such preparation, and evaluating the effectiveness both in terms of nurse and patient- related outcomes. At the same time, developments are needed which are congruent with the needs and wants of patients. Perhaps what the included studies best demonstrate is that mental health nurses seem to realise that physical health care is part of their role.

Abbreviations

Medical Subject Headings

Physical Health Attitudes Scale for mental health nurses

Population Intervention Comparator Outcome

Preferred Reporting Items for Systematic Reviews and Meta Analyses

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Acknowledgements

The study was partly funded as part of the CUBIC Capability, Capacity and Cultural Change project funded by Nursing and Midwifery Office (NaMO) New South Wales

‘The funding body played no part in the in the design of the study, collection, analysis, interpretation of data, and in writing the manuscript.’

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Geoffrey L. Dickens, Cheryl Waters, Evan Atlantis & Bronwyn Everett

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GLD conceived of and designed the study. GLD, RI, CW, EA, BE contributed to acquisition of data, analysis and interpretation of data. GLD, RI, CW, EA, BE contributed to drafting the manuscript or revising it critically for important intellectual content. GLD, RI, CW, EA, BE gave final approval of the version to be published. GLD, RI, CW, EA, BE agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

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Additional files

Additional file 1:.

Table S1. Example PICO-style electronic literature search. Example literature search (DOCX 13 kb)

Additional file 2:

Table S2. Controlled intervention evaluation study quality assessment. Study Quality Assessment (controlled intervention study) (DOCX 13 kb)

Additional file 3:

Table S3. Cross-sectional, observational studies quality assessment (adapted from National Heart, Lung, and Blood Institute [ 26 ]. Study Quality Assessment (Cross-sectional and observational studies) (DOCX 16 kb)

Additional file 4:

Table S4. Longitudinal uncontrolled intervention study quality assessment. Study Quality Assessment (uncontrolled intervention studies) (DOCX 14 kb)

Additional file 5:

Table S5. Qualitative study quality assessment. Study Quality Assessment. (Qualitative studies) (DOCX 14 kb)

Additional file 6:

Table S6. Outcome measure content and quality assessment. Quality assessment of outcomes measures used in studies. (DOCX 25 kb)

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Dickens, G.L., Ion, R., Waters, C. et al. Mental health nurses’ attitudes, experience, and knowledge regarding routine physical healthcare: systematic, integrative review of studies involving 7,549 nurses working in mental health settings. BMC Nurs 18 , 16 (2019). https://doi.org/10.1186/s12912-019-0339-x

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Mental health in nursing

A student's perspective.

Halsted, Candis DNP-PMHNP, RN; Hart, Virginia T. DNP, RN, PMHNP-BC

At Radford University School of Nursing in Radford, Va., Candis Halsted recently earned her DNP and Virginia T. Hart is an assistant professor and interim psychiatric mental health NP program coordinator.

The authors have disclosed no financial relationships related to this article.

A stigma around mental health issues within healthcare and nursing itself has created a culture of perfectionism in the workplace, and nurses struggle to live up to the expectations while pushing aside their feelings, thoughts, and needs. Inspired by one author's personal experiences, this article explores mental health issues many nurses confront today.

Inspired by one author's personal experiences, this article explores mental health issues many nurses confront today.

I DECIDED TO RETURN to school in 2015 after practicing as a nurse in various settings for 7 years. I subscribe to the adage that knowledge is power. My drive for additional education and experience was based on my desire to achieve a higher status, assume more control over my practice, and to garner more respect from other healthcare professionals. As I immersed myself in my graduate studies, however, I found my desires, self-image, and professional viewpoint had changed.

I have always endeavored to be the best student, greatest employee, and most dependable teammate. Those efforts took on a feverish intensity during periods of transition—student to nurse, nurse to working mother, mother and nurse to professional student. Good was not good enough, and my drive to be the best and greatest was an integral part of my self-worth. Unfortunately, it led to anxiety, depression, hopelessness, and isolation that negatively impacted my education, practice, and personal life.

It was not until my clinical rotations as a psychiatric-mental health NP student that I came to realize the magnitude of the situation. There I was, taking courses on trauma-informed care and giving my patients tools for building self-efficacy, self-compassion, and coping skills while simultaneously ignoring my own needs.

Having left the workplace to focus on my online studies, I was isolated, lacking confidence, feeling overwhelmed, and overcompensating for some perceived shortcoming that I could not even define. I felt hopeless and defeated. I experienced bouts of anxiety and depression so intense I lost my sense of purpose. I considered dropping out of school many times, but I gave in to the expectations of others. I forced myself to continue pushing aside my own needs, persisting despite my growing depression and anxiety.

Looking back, I had so many chances to speak up and reach out for help. I could have spoken with nurse managers, coworkers, fellow students, and faculty a hundred different ways on so many occasions. Instead, I allowed the culture of silence and my own perfectionism to rule.

At my lowest point, I made the life-altering decision to reach out for help—first to my husband, then a therapist, a fellow student, and finally my school faculty. With their assistance, some serious self-reflection, and a lot of self-help reading, I am working to address my mental illness and establish a sense of well-being.

That is not to say that I have it all figured out. I still struggle many days to keep faith in my strengths and abilities. The things I have learned and witnessed, the obstacles I have encountered and overcome, whether academic, professional, or personal, have humbled me and restored my desire to return to the love, service, and justice at the core of my professional drive and practice. I am once again prioritizing my values and making sure my actions reflect them. Among those values is the desire to work toward the unification of our profession and to advocate for policy changes that support the mental health of all nurses. Inspired by my personal experiences, this article explores mental health issues many nurses confront today.

A pervasive problem

Although mental health and suicide among nurses have emerged as areas of professional concern in recent years, little research or literature exists regarding profession-specific risk factors, prevalence of mental illness, and suicide rates. With little to no concrete statistics to draw from, the true incidence of mental illness within the nursing profession is unknown. Furthermore, little has been done to bring these problems to the attention of the general public or to acquire the recognition and support of the professional community. 1-3

What can be found are decades of research stating that nursing is psychologically demanding and can contribute to poor mental health in a variety of ways, such as depression, anxiety, secondary trauma, compassion fatigue, and burnout. 1-7 The occupational hazards of nursing can also compromise work-life balance. Add to this various individual risk factors such as genetic predisposition or history of personal trauma, as well as the fact that academic standards for the profession favor those who are exacting and high-performing. It stands to reason that nurses are in jeopardy of significantly elevated levels of stress and maladaptive coping. 5,8 When ongoing, this can lead to impaired functioning. In the professional setting, impairment has been correlated with increased risk for errors, patient harm, and clinical ineffectiveness. 9

Mental illness can be defined as clinically significant impairment in social, conceptual, and practical functioning. 9,10 Although very common, mental illness is often untreated. 11 One in five adults will have some experience with mental illness each year, but less than half will receive treatment. 11

Nursing has a hidden culture of stigma and silence regarding mental illness, which serves to minimize and overshadow those experiencing clinically significant distress. 6,12 Competition, intimidation, and bullying among nurses are pervasive across practice and in academic settings. 13,14 These behaviors can breed psychologically hazardous and hostile environments. Fear of becoming a target may result in blame, shame, self-stigmatization, isolation, and suffering in any individual with potentially undesirable characteristics in such settings, regardless of his or her mental health status. Such abuses and fear can promote conformity and negatively impact disclosure and help-seeking behaviors in stressed, distressed, and impaired individuals. 1,2,5,13

The issue is exacerbated by a lack of respect and recognition for nursing that is still present within the healthcare culture at large. The traditional hierarchy holds physicians as experts, not nurses. Even advanced practice nurses are diminished, often referred to as “mid-level providers” and “physician extenders.” 15 These attitudes undermine the autonomy and dignity of nurses, especially when they collaborate with other healthcare disciplines. 14

In addition, while healthcare entities and societies champion the rights of the patient, the need to protect the basic human dignity and professional image of nurses is often overlooked. 14 Fundamental protections and rights for nurses are being compromised every day when we are expected to tolerate long hours, interrupted (or nonexistent) breaks, heavy patient caseloads, incivility, and even violence in the workplace. Nurse unions across the country are threatening walkouts and going on strike because of the failure of hospitals to address these issues. 16,17 The situation is not helped by the fact that guiding and governing bodies for nursing practice are numerous yet, in my opinion, self-segregated.

Systemic change

Although some organizations have created emotional wellness programs, a cohesive or public effort to address systemic problems is lacking. 1-3 Until employers, boards of nursing, and nursing organizations place the same importance on the well-being of nurses and risk mitigation, nurses may continue to suffer in silence. Within the currently disjointed system, we cannot hope to make substantive changes without offering our passion and expertise as well as identifying and supporting means for promoting self-care and wellness among the thousands of practicing nurses and preprofessionals experiencing distress or symptoms of mental illness.

Pressures and barriers to mental health and help-seeking extend to the academic setting. 4-5 For professional nurses returning to school, the pressure associated with practice and professional expectations may be exacerbated by their increased need to balance a variety of personal and/or family responsibilities, deadlines, financial obligations, leisure time, and peer competitiveness. Despite these contributory risk factors, I have seen few—if any—educational programs for health and helping disciplines, such as nursing, medicine, and social work, place value on assessing students' stress and distress. In commiserative discussions with others doing graduate work in nursing, social work, occupational therapy, and physical therapy, I have yet to meet anyone who felt the faculty took action to address the genuine difficulties many of them faced in balancing their lives. In short, students (myself included) feel devalued by the lack of respect, holistic consideration, and mentorship they encounter. Academic learning environments have a great need to support improvement of the emotional well-being and psychological resiliency of students and for improving the accessibility of support, counseling, and mental health resources. 4,5

I encourage you to take a long, hard look at yourself and those around you. If you are struggling, please reach out to someone you trust and let them know you are not okay. If you are not sure that what you are experiencing is normal or cause for concern, there are many websites that provide education and information on how to identify mental health problems, as well as hotline crisis intervention services and referrals to local counseling. These websites often have articles and tips on how to improve your mental health through physical, spiritual, and psychological self-care. (See Mental health resources .)

No mental health concern is too big or too small. If you are not well, talk to a friend, family member, professional, or help hotline. If you suspect a coworker, colleague, or student needs help, please reach out. Something as simple as asking if they are okay and giving them the space and time to express their feelings can make all the difference. As Edward Everett Hale once said, “I am only one, but still I am one. I cannot do everything, but still I can do something. And because I cannot do everything, I will not refuse to do the something that I can do.” 18 We owe it to ourselves, our profession, our patients, and their families to seek help and to offer help to our fellow nurses in need.

For anyone requiring immediate crisis intervention or assistance finding a local mental health provider, the following resources are available:

• Mental Health America: 1-866-400-6428 for referrals, 1-800-273-8255 for crisis
• National Alliance on Mental Illness HelpLine 1-800-950-6264
• National Suicide Prevention Helpline 1-800-273-8255

Crisis Text Line available 24 hours a day, text “HOME” to 741741

Mental health resources

• American Psychological Association
• www.apa.org
• American Psychiatric Nurses Association (APNA)
• www.apna.org
• MentalHealth.gov
• www.mentalhealth.gov
• National Alliance on Mental Illness
• www.nami.org
• National Suicide Prevention Lifeline
• https://suicidepreventionlifeline.org
• Crisis Text Line
• www.crisistextline.org
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• OJIN Homepage
• Table of Contents
• Volume 23 - 2018
• Number 2: May 2018
• Evidence Psychiatric Mental Health Interventions

Evidence for Psychiatric and Mental Health Nursing Interventions: An Update (2011 through 2015)

Dr. Bekhet is an Associate Professor at Marquette University College of Nursing in Milwaukee, WI. She received aBSN and MSN from Alexandria University in Alexandria, Egypt. She received a PhD from Case Western Reserve University (CWRU) in Cleveland, OH. Her clinical experience in psychiatric nursing is with persons having schizophrenia, bipolar disorders, obsessive-compulsive disorders, and depressive disorders. She has taught psychiatric mental health nursing to undergraduate and direct entry students. She has also advised PhD students. Dr. Bekhet’s program of research focuses on the effects of positive cognitions and resourcefulness in overcoming adversity in vulnerable populations. Her research has been funded by Sigma Theta Tau International; American Psychiatric Nursing Foundation; International Society of Psychiatric Mental Health Nurses; and Marquette University. She is a past recipient of a Midwest Nursing Research Society Mentorship Grant Award, and has received the Award for Excellence from the CWRU Nursing Alumni Association in 2011 and the Way-Klinger Young Scholar Award from Marquette University in 2012. More recently, she was awarded the 2014 research award from the International Society of Psychiatric Mental Health Nurses. Dr. Bekhet has published numerous articles and presented numerous papers and posters at regional, national, and international conferences.

Dr. Zauszniewski is the Kate Hanna Harvey Professor in Community Health Nursing, and Director of the PhD in Nursing Program at the Case Western Reserve University (CWRU), Cleveland, OH. She received a PhD and MSN from CWRU, Cleveland, OH; a MA in Counseling and Human Services from John Carroll University, Cleveland, OH; a BA in psychology from Cleveland State University, Cleveland, OH; and a diploma in nursing from St. Alexis Hospital School of Nursing, Cleveland, OH. She has practiced nursing for 42 years, including 33 years in the field of psychiatric-mental health nursing; she has experience as a staff nurse, clinical preceptor, head nurse, supervisor, patient care coordinator, nurse educator, and nurse researcher, and is board certified by the American Nurses Credentialing Center (ANCC). Her program of research focuses on the identification of factors and strategies to prevent depression and to preserve healthy functioning across the lifespan. She is best known for her research examining the development and testing of nursing interventions to teach resourcefulness skills to family caregivers. She has received research funding from the National Institutes of Nursing Research and Aging; the National Institutes of Health; Sigma Theta Tau International; the American Nurses Foundation; Midwest Nursing Research Society; and the State of Ohio Board of Regents.

Denise Matel-Anderson is a doctoral student at Marquette University College of Nursing in Milwaukee, WI. She holds an Advanced Practice Nurse Prescriber license, and is currently working on a PhD in nursing with a focus on mental health. She has three publications in mental health nursing journals. Ms. Matel-Anderson currently lectures at Carroll University, Waukesha, WI, in the undergraduate mental health nursing theory course, and serves as a nurse practitioner on the medical team at an acute mental health facility.

Jane Suresky is an Adjunct Assistant Professor at the Frances Payne Bolton School of Nursing of Case Western Reserve University (CWRU) in Cleveland, OH. She has received DNP and MSN degrees from CWRU, and a BSN degree from Cleveland State University, Cleveland, OH. Her clinical experience in psychiatric nursing covers the areas of psychobiological research, adolescent dual diagnosis, and mood disorders. She has taught psychiatric mental health nursing to undergraduate and graduate students. In addition, she has been involved in nursing research that focuses on the stress of the female family members of the severely mentally ill.

Mallory Stonehouse recently graduated with a Master of Science in Nursing degree from Marquette University in Milwaukee, WI, where she completed the adult-older adult, primary care, nurse practitioner program. She is a registered nurse at Froedtert Community Memorial Hospital in Wisconsin, where she works on the Behavioral Health Unit. Ms. Stonehouse holds a Bachelor of Arts degree in psychology.

• Figures/Tables

This state-of-the-evidence review summarizes characteristics of intervention studies published from January 2011 through December 2015, in five psychiatric nursing journals. Of the 115 intervention studies, 23 tested interventions for mental health staff, while 92 focused on interventions to promote the well-being of clients. Analysis of published intervention studies revealed 92 intervention studies from 2011 through 2015, compared with 71 from 2006 through 2010, and 77 from 2000 through 2005. This systematic review identified a somewhat lower number of studies from outside the United States; a slightly greater focus on studies of mental health professionals compared with clients; and a continued trend for testing interventions capturing more than one dimension. Though substantial progress has been made through these years, room to grow remains. In this article, the authors discuss the background and significance of tracking the progress of intervention research disseminated within the specialty journals, present the study methods used , share their findings , describe the intervention domains and nature of the studies , discuss their findings , consider the implications of these studies , and conclude that continued track of psychiatric and mental health nursing intervention research is essential.

Key Words: best practices, evidence-based practice, psychiatric nursing journals, psychiatric nursing research, published research, research dissemination, research utilization, systematic review, tradition, intervention research

Implementation science is concerned with the translation of research into practice... The past five years have seen a rapidly growing interest in the field of implementation science ( Sorensen & Kosten, 2011 ). Implementation science is concerned with the translation of research into practice; it involves the examination of the challenges and the opportunities for successful, evidence-based changes in practice ( Nilsen, 2015 ). Translating research into practice depends heavily on the dissemination of findings from intervention research to those most likely to use those findings in clinical or community settings. In contrast to implementation, dissemination involves the spread of information about an intervention, for example, through publication of the intervention in professional journals. Dissemination strategies that are actively targeted toward spreading evidence-based findings concerning an intervention may prompt future implementation in clinical practice ( Proctor et al., 2009 ).

Translating research into practice depends heavily on the dissemination of findings from intervention research... Important for psychiatric and mental health nurses, it is critical that implementation of evidence-based findings occurs across multiple settings (i.e., beyond specialty mental healthcare units) to medical settings, such as primary care areas in which mental health services are provided, and to non-specialized settings, such as criminal justice and school systems and community social service agencies, where mental healthcare is delivered (Proctor et al., 2009). However, before implementation can happen, dissemination of findings from well-designed intervention studies that can inform psychiatric and mental health nursing practice is needed.

One of the best mediums for disseminating evidence-based findings in psychiatric and mental health nursing is the professional nursing journals that are most available to practicing psychiatric and mental health nurses. Nursing journals that are specifically designed a specialty are more likely to be read by persons in the given specialty area than are other nursing research journals. Nurses in practice settings, including those at an advanced practice level, may not have access to scientific research journals or may choose not to read them if the research does not appear meaningful for their practice. The goal of this review was to describe the findings from intervention studies disseminated through publication in one of the five psychiatric and mental health nursing specialty journals published from 2011 through 2015.

Background and Significance

Through the years, more psychiatric and mental health nurse researchers have been targeting specialty journals for disseminating findings from intervention research. For example, in previous reviews of intervention studies published in the five major psychiatric and mental health specialty journals, there was a higher percentage of quantitative intervention studies conducted from 2006 through 2010 (84%) than in a similar review conducted from 2000-2005 (64%) ( Zauszniewski, Suresky, Bekhet, & Kidd, 2007 ; Zauszniewski, Bekhet, & Haberlein, 2012 ), indicating increased use of more rigorous, statistical analytic methods in published intervention research over time ( Zauszniewski et al., 2007 ; Zauszniewski et al., 2012 ).

Tracking the progress of intervention research disseminated within the specialty journals in psychiatric and mental health nursing is important for two reasons. First, it provides data to show improvements in dissemination efforts of psychiatric and mental health nurse researchers. Second, it calls attention to the importance for continued dissemination of intervention research to practicing psychiatric and mental health nurses who are in the best positions to implement the findings in practice. Therefore, the purpose of this review of the same, five, peer-reviewed psychiatric and mental health nursing journals, covering 2011 through 2015, was to determine the number and types of intervention studies within the specified review period. For consistency, the same criteria for selecting the intervention studies that were described in the previous review ( Zauszniewski et al., 2012 ) were applied: A study was determined to be an intervention study if nursing strategies, procedures, or practices were examined for effectiveness in enhancing or promoting health or preventing disability or dysfunction ( Kane, 2015 ).

Five peer-reviewed nursing journals, regarded as the most frequently read in the mental health nursing profession, were analyzed for the years 2011 through 2015. The journals included in the analysis were Archives of Psychiatric Nursing ; Issues in Mental Health Nursing ; Journal of the American Psychiatric Nurses Associatio n; Journal of Psychosocial and Mental Health Services; and Perspectives in Psychiatric Care .

Journals were reviewed for the type of intervention study (qualitative or quantitative); the study domain (biological, psychological, or social); and the number of intervention studies found within the journals. After review, the agreed upon intervention studies were extracted and individually analyzed by the co-authors.

There were 832 databased articles published from January 2011 through December 2015. However, only 115 (14%) evaluated or tested psychiatric nursing interventions. Of these 115 intervention studies, 14 tested interventions with nursing students, nine involved nurses and mental health professionals, while 92 focused on interventions to promote mental health in clients of care.

This section describes the findings from the 115 intervention studies included in the review. The 23 studies that included nursing students, nurses, and mental health professional, and the 92 that involved recipients of mental health services or care are presented in this section. First, the research settings in which the 115 studies were conducted, and descriptions of the targeted populations are described. Next, the 23 studies’ designs, purposes, and findings are discussed in detail. Third, the 92 studies that involved recipients of mental health services or care are presented using the categories of the bio-psycho-social framework. Finally, the type of data (quantitative, qualitative, or mixed) are discussed and presented in the table.

Research Settings Sixty-six of the 115 intervention studies were completed in the United States. Five studies each were done in Australia and United Kingdom. Four each were completed in Korea, China, and Turkey; three each in Norway, Canada, and Iran; and two each in Taiwan, Mexico, Sweden, France, and Netherlands. One study each was conducted in Jordan, Europe, Iceland, Pacific Islands, Thailand, Spain, Greece, and Singapore

Targeted Populations Fourteen of the 115 intervention studies involved interventions with nursing students, while nine studies focused on nurses and mental health professionals. Ninety-two of the studies examined the effect of the intervention on the client. Examples of the studies describing each of these groups are described below.

Fourteen of the 23 nursing intervention studies involved undergraduate nursing students. Nursing students . Fourteen of the 23 nursing intervention studies involved undergraduate nursing students. One study was conducted in Australia regarding consumer participation ( Happell, Moxham, & Plantain-Phung, 2011 ). In this study, researchers investigated whether education programs introducing nursing students to mental health nursing lead to more favorable attitudes towards consumer participation in the mental health setting after completing the mental health component of the nursing program. Study participants were in the first semester of the final year of the Bachelor of Nursing program. The study used a within-subject design using two points (pre-and post-educational program implementation). Results indicated that students demonstrated positive attitudes toward consumer participation even before completing the mental health component. Only marginal and non-significant changes were noted at the post-test stage. The authors concluded that the findings were not surprising given the positive scores recorded at baseline (ceiling effect) ( Happell et al., 2011 ). Another study investigated the effect of pedagogy of curriculum infusion on nursing students’ well-being and the improvement of quality of patients’ care ( Riley & Yearwood, 2012 ).

Pedagogy of curriculum infusion involves instilling the university values and mission with a focus on educating the whole person, and encouraging faculty to translate the core mission of the university into practice in the classroom. this can be accomplished through a variety of courses that provide students with opportunities for contemplation, reflective engagement, and also action through volunteerism, service, and study abroad. The ultimate goal of the study was to encourage critical thinking through reflective exercises and group discussion. Results indicated that students who have experienced the curriculum infusion showed an ability to be self-advocates when discussing their work challenges. Also, they were able to identify specific nursing actions for patient safety; to recognize the patient as a partner in care; and to demonstrate respect for patients' uniqueness, values, and desires as evidenced by case analysis and personal reflections ( Riley & Yearwood, 2012 ).

Three intervention studies explored simulation to see its impact on improving the learning experiences of the nursing students. Three intervention studies explored simulation to see its impact on improving the learning experiences of the nursing students ( Kameg, Englert, Howard, & Perozzi, 2013 ; Kidd, Knisley & Morgan, 2012 ; Masters, Kane, & Pike, 2014 ). Different simulations were used in the three studies; all of them were deemed effective. For example, the results of the study conducted by Kidd and colleagues indicated that undergraduate, mental health nurs­ing students perceived that Second Life® virtual simulation was moderately effective as an educational strategy and slightly difficult as a technical program ( Kidd et al., 2012 ). Also, second degree and traditional BSN students found that a tabletop simulation, which was developed as a patient safety activity and involved checking-in a patient admitted to a psychiatric care unit, was a good learning experience and helpful to prepare students for situations they may experience in the workplace ( Masters et al., 2014 ). The third study used a high-fidelity, patient simulation (HFPS) to assess senior level nursing student knowledge and retention of knowledge utilizing three parallel, 30-item Elsevier Health Education Systems, Inc. (HESITM) Custom Exams. Although students’ knowledge did not improve following the HFPS experiences, the findings provided evidence that HFPS may improve knowledge in students who are at risk (defined as those earning less than 850 on HESI exam). Students reported that they viewed this simulation as a positive learning experience ( Kameg et al., 2013 ).

An additional intervention study used a quasi-experimental design to explore perceptions of student nurses toward nurses who are chemically dependent, using a two-group, pretest–posttest design (prior to formal education and after receiving substance abuse education). Results indicated that the student nurses in this study had positive perceptions about nurses who are chemically dependent before the intervention; and the education program appeared to reinforce their existing attitudes. ( Boulton & Nosek, 2014 ).

Mitchell et al. ( 2013 ) investigated the impact of an addiction training program for nurses consisting of Screening, Brief Intervention, and Referral to Treatment (SBIRT), and embedded within an undergraduate nursing curriculum, on students’ abilities to apply an evidence-based screening and brief intervention ap­proach for risky alcohol and drug use in their nursing practice. Results indicated that the SBIRT program was effective in changing the undergraduate nursing students’ self-perceptions of their knowledge, skills, and effectiveness in screening and intervening for hazardous alco­hol and drug use. Furthermore, this positive perception was maintained at 30-day follow-up ( Mitchell et al., 2013 ).

Luebbert and Popkess ( 2015 ) investigated the impact of an innovative, active-learning strategy using simulated, standardized patients on suicide assessment skills in a sample of 34 junior and senior baccalaureate nursing students. Additionally, Schwindt, McNelis, and Sharp ( 2014 ) evaluated a theory-based educational program to motivate nursing students to intervene with persons having serious mental illness. Other intervention studies among nursing students focused on improving students' interpersonal relationships; communication competence; empathetic skills; and confidence in performing mental health nursing skills among nursing students ( Choi, Song, & Oh, 2015 ; Choi & Won, 2013 ; Fiedler, Breitenstein, & Delaney 2012 ; Ozcan, Bilgin, & Eracar, 2011 ; Stiberg, Holand, Ostad, & Lorem, 2012 ).

Nursing staff and mental health professionals . Interventions among the nursing staff and mental health professionals accounted for nine of the nursing intervention studies. The majority of these studies were nursing interventions to educate the nursing staff. Educational interventions included: training videos ( Irvine et al., 2012 ); a continuing education course on suicide awareness ( Tsai, Lin, Chang, Yu,& Chou, 2011 ); an education program using simulation ( Usher et al., 2014 ; Wynn, 2011 ); an educational workshop ( White, Hemingway, & Stephenson, 2014 ); training on family-centered care ( Wong, 2014 ); and the impact of the completion of a 26-week trial on nursing staff’s experience for working as a cardio-metabolic health nurse ( Happell et al., 2014 ).

Terry and Cutter ( 2013 ) used a mixed methods pilot study to evaluate the effect of education on confidence in assessing and addressing physical health needs following attendance at a module titled “Physical Health Issues in Adult Mental Health Practice.” The majority of the participants had studied at the university during the previous five years, at either the diploma or the degree level. Results showed improvement in confidence scores for all study participants following the module; participants were able to identify new knowledge and perspectives for practice change.

Results indicated that care zoning increased the nursing team’s capacity to share information and to communicate patients’ clinical needs... Finally, the study conducted by Taylor and colleagues ( 2011 ) used a pragmatic approach to increase understanding of the clinical-risks needs in acute in-patient unit settings. Each patient was classified according to three zoning levels using a traffic light system: red (high level of risk), amber (medium/moderate level of risk), and green (low level of risk). The level of risk was based on multiple factors including clinical judgment and team discussion ( Taylor et al., 2011 ). Results indicated that care zoning increased the nursing team’s capacity to share information and to communicate patients’ clinical needs, as well as to enhance their abilities to address complex clinical presentation and to seek support when needed.

Intervention Domains

Ninety-two of the studies examined the effect of an intervention for the client. In the following section, we will describe the intervention domains of these 92 articles and provided examples. Additional detail is included in the Table .

Interventions in the Biological Domain Eight interventions were in the biological domain. Study interventions included yoga, dancing, diet, medication, electroconvulsive therapy (ECT), exercise, walking, and educational intervention on metabolic syndrome. Four interventions used various kinds of exercises, including walking ( Beebe, Smith, Davis, Roman, & Burke, 2012 ); dancing ( Emory, Silva, Christopher, Edwards, & Wahl, 2011 ); yoga ( Kinser, Bourguigion, Whaley, Hauenstein, & Taylor, 2013 ); and group exercise program ( Stanton, Donohue, Garnon, & Happell, 2015 ). Diet was also used as an intervention. For example, Lindseth, Helland, and Caspers ( 2015 ) used dietary intake of a high or low tryptophan diet as an intervention. Results indicated improvement in patients’ mood, depression, and anxiety for those consuming a high tryptophan diet as compared to those who consumed a low tryptophan diet ( Lindseth et al. 2015 ). A third category within the biological domain was the use of medications as an intervention. One study tested the use of different psychotropic medications for patients diagnosed with schizophrenia ( Zhou et al., 2014 ). A second used ECT as a treatment modality and measured scores on the Montgomery Asberg (MA) Depression Rating Scale before and after the course of treatment ( Pulia, Vaidya, Jayaram, Hayat, & Reti, 2013 ). A final category was an educational program on metabolic syndrome provided to mental health counselors who performed intake assessments on patients newly admitted to two outpatient mental health facilities. ( Arms, Bostic, & Cunningham, 2014 ). Prior to the intervention, neither facility screened for metabolic syndrome at intake or referred patients with a body mass index (BMI) >25 for medical evaluation. Following the intervention, 53 of 132 patients had a documented BMI >25, and 47 of 53 patients were referred to a primary care provider for evaluation. These findings suggested that screening for metabolic syndrome and associated illnesses will increase the rate of detection of chronic conditions ( Arms et al., 2014 ).

Interventions in the Psychological Domain ...the psychological domain had the largest number of intervention studies. Compared to the other domains, the psychological domain had the largest number of intervention studies. Twenty-four of the 92 total intervention studies extracted were in the psychological domain. The intervention studies in the psychological domain included emotion, behavior, and cognition (e.g., counseling) in addition to studies that focused on behavior therapy and psychoeducational programs. Examples of psychological domains studies included: counseling regarding tobacco cessation treatment ( Battaglia, Benson, Cook, & Prochazka, 2013 ); counseling regarding sexual assault ( Lawson, Munoz-Rojas, Gutman, & Siman, 2012 ); resourcefulness training intervention for relocated older adults ( Bekhet, Zauszniewski, & Matel-Anderson, 2012 ); and resilience training and cognitive therapy in women with symptoms of depression aged 18-22 years of age ( Zamirinejad, Hojjat, Golzari, Borjali, & Akaberi, 2014 ) Please see the Table for further details.

One study utilizing an intervention from the psychological domain examined a brief, six- session, cognitive-behavioral intervention among patients with alcohol dependence and depression. The researchers used a quasi-experimental design with a control group and pretest, posttest, and follow-up assessments. Results indicated that the mean depression scores decreased significantly in both the experimental (n = 33) and control groups (n = 27) at the one-month follow-up (Week 7). However, only the experimental group showed significant differences in their mean depression scores between pre- and posttest. At Week 7, the experimental group showed significantly lower mean depression scores than the control group ( Thapinta, Skulphan, & Kittrattanapaiboon, 2014 ).

Interventions in the Social Domain The social domain considers the patients’ environment and its impact on patients’ adjustment and responses to stress. Nine studies involved use of the social domain in their interventions. The social domain considers the patients’ environment and its impact on patients’ adjustment and responses to stress. Interventions in this domain included family, friends, and social support, as well as community interactions ( Zauszniewski et al., 2012 ). One example of an intervention in the social domain involved studying the long-term impact of safe shelter and justice services on abused women’s ability to function after receiving services ( Koci, 2014 ). Another example of an intervention study in the social domain was a pilot, randomized, controlled trial study by Simpson, Quigley, Henry, and Hall ( 2014 ). In this study, the researchers evaluated the selection, training, and support of a group of peer workers recruited to provide support to service users discharged from acute psychiatric unites in London, comparing peer support with usual care ( Simpson et al., 2014 ) (see Table ). A third example in the social domain was designed to help participants successfully transfer from hospitals to the community by enhancing staff participation, creating/maintaining supportive ward milieus, and supporting managers throughout the implementation process ( Forchuk et al., 2012 ).

The study conducted by Horgan, McCarthy, and Sweeny ( 2013 ) was another example of research in the social domain. This study included designing a website for people ages 18-24 who were experiencing depressive symptoms. The website provided a forum to allow participants to offer peer support to each other; it also provided information on depression and links to other supports ( Horgan et al., 2013 ).

Combinations of the Domains Many studies used more than one domain as interventions. Many studies used more than one domain as interventions (see Figure ). Almost half (49%) of the 92 reviewed studies (n = 45) tested an intervention that included two domains. Thirty studies were psychosocial, twelve were biopsychological, and three were biosocial. In addition, six studies (7%) tested intervention with all three domains (biopsychosocial). In the following section, one study from each combination will be described. Again, additional information is provided in the Table .

Figure. Psychiatric Nursing Interventions: Examples of Domains and Their Total Numbers

Iskhandar Shah and colleagues ( 2015 ) studied and tested an intervention from the biopsychological domain using a single-group, pretest–posttest, quasi-experimental research design. Their intervention program included three daily, one-hour sessions incorporating psychoeducation and virtual-reality-based relaxation practice in a convenience sample of twenty-two people with mental disorders. Results indicated that those who completed the program had significantly lowered subjective stress, depression, and anxiety, along with increased skin temperature, perceived relaxation, and knowledge ( Iskhandar Shah et al., 2015 ).

Pedersen, Nordaunet, Martinsen, Berget, and Braastad ( 2011 ) studied an intervention from the biosocial domain. Their intervention program tested the impact of a 12-week, farm-animal-assisted intervention consisting of work and contact with dairy cattle, on levels of anxiety and depression in a sample of fourteen adults diagnosed with clinical depression. The twice-a-week program involved video recording each participant twice during the intervention. Participants were given the choice of either choosing their work tasks with animals (e.g., milking, feeding, hand feeding, moving animals) or the choice of spending their time in contact with farm animals (e.g., patting, stroking, and other non-work-related physical contact). Results indicated that levels of anxiety and depression decreased, and self-efficacy increased during the intervention. Interaction with farm animals (social) via work tasks showed a greater potential for improved mental health than merely animal contact, but only when progress in working skills (biological aspect) was achieved, indicating the role of coping experiences for a successful intervention. ( Pedersen et al., 2011 ).

The NP often accompanied the participant to medical and mental health appointments... Chandler, Roberts, and Chiodo ( 2015 ) conducted a study in the psychosocial domain that examined the feasibility and potential efficacy of implementing a four-week, empower-resilience intervention (ERI) to build resilience capacity with young adults who have identified adverse childhood experiences. The intervention included using mindfulness-based stress reduction (psychological domain) and social support with guided peer and facilitator interaction (social domain). The study randomly assigned a purposive sample of female undergraduate students between the ages of 18 and 24 years of age into two groups: intervention (n = 17) and control (n = 11), and used a pretest–posttest design to compare symptoms, health behaviors, and resilience before and after the intervention program. Results indicated that subjects in the intervention group reported greater building of strengths, reframing resilience, and creating support connections as compared with the control group ( Chandler et al., 2015 ).

Interventions in the biopsychosocial domain include all three components (biological, psychological, and social). There were six studies that included all three domains in their interventions. Hanrahan, Solomon, and Hurford ( 2014 ) used a randomized controlled design to deliver a transitional care model (TCM) intervention to patients with serious mental illness who were transferring from hospital care to home. The intervention group (n = 20) received the TCM intervention delivered by a psychiatric nurse practitioner (NP) for 90 days post hospitalization and the control group (n = 20) received the usual care. The intervention by the nurse practitioner included helping the patients adapt to the home by focusing on managing problem behaviors and physical problems, managing risk factors to prevent further cognitive or emotional decline, promoting adherence to therapies, and integrating physical and mental care approaches. The NP often accompanied the participant to medical and mental health appointments to facilitate communication, translate information to specialty providers, and advocate for the participant ( Hanrahan et al., 2014 ).

Table. Research Classifications by Domains, Design, and Type of Data Used

  Discussion

Although substantial progress is being made to develop and test interventions for persons with psychiatric and mental health challenges and their families, there remains much work to be done. Nurse scientists and practitioners share a professional obligation to persons entrusted to their care, which includes providing the highest quality care grounded in solid empirical evidence ( Willis, Beeber, Mahoney, & Sharp, 2010 ). This review yields evidence for the continued dissemination of findings from intervention studies from 2011 through 2015. To perform the analysis reported here, we employed methods that were similar to those used for amassing information from the intervention studies in two previous reviews ( Zauszniewski et al., 2007 ; Zauszniewski et al., 2012 ) in order to facilitate comparisons over time.

... the continued publication of evidence from countries outside the United States remains important... During the review period (2011-2015), 57% of the published intervention studies took place in the United States (U.S.) while 43% were conducted outside the U.S. (i.e., internationally). These percentages compare with 72% and 54% of published U.S. intervention studies and 28% and 46% published international intervention studies in the 2000-2005 and 2006-2010 reviews, respectively. The somewhat lower percentages (28% and 46%) of international intervention studies within the current time frame (2011-2015) may indicate a need for more descriptive research to identify distinguishing characteristics of international populations and important phenomena that may be amenable to intervention prior to the systematic testing of interventions. However, the continued publication of evidence from countries outside the United States remains important for developing globally relevant interventions for psychiatric nursing practice.

...there have been dramatic increases through the years in the overall number of studies that have tested interventions that tap more than one domain. Of the 115 intervention studies from 2011 through 2015 found in the five journals, nurses, student nurses, nursing staff, or other mental health professionals were the intervention recipients in 23, representing 20% of the intervention studies. This percent is higher than the 14% reported in the previous review conducted from 2006 through 2010, indicating a slightly greater focus on testing interventions in mental health care professionals in recent years. Although the interventions tested in these populations are not focused directly on outcomes for clients with mental health issues, promoting or preserving the mental health of professional caregivers most certainly affects those for whom they provide care.

Analysis of published intervention studies in the 5-year interval from 2011 through 2015 revealed an increase in the number of studies of psychiatric patients or clients in the five selected journals. For this time frame, we found 92 intervention studies in comparison with 71 from 2006 through 2010 and 77 from 2000 through 2005, which reflect 5 and 6-year intervals respectively.

We also noted fewer intervention studies where all three domains were integrated within the intervention... Moreover, there have been dramatic increases through the years in the overall number of studies that have tested interventions that tap more than one domain. For example, 33% of intervention studies from 2011 through 2015 tested psychosocial interventions, compared to 17% in the previous review (2006-2010) and 12% in the one prior to that (2000-2005). In addition, 13% of the studies from 2011 through 2015 tested biopsychological interventions compared with 4% and 5% in the previous two reviews. However, there was a slightly lower percent of biosocial intervention studies, specifically 3% in comparison with 4% from 2000-2005 and 6% from 2006-2010. We also noted fewer intervention studies where all three domains were integrated within the intervention, specifically only 6% in comparison with 17% in the previous time frame (2006-2010). Yet, our review revealed a larger percent of biopsychosocial intervention studies than from the review conducted from 2000-2005 (1%). Despite the lower number of studies that integrated all three intervention domains, there was an overall trend toward testing interventions that were not restricted only to one domain, indicating increased attention toward more holistic interventions.

... the overall trend shows a lesser focus on testing interventions within a single domain over time... There were 41 intervention studies between 2011 and 2015 that focused solely on one domain. With the exception of the biological domain (9%), interventions within the psychological (26%) and social (10%) domains were fewer than in previous reviews. For example, there has been a clear downward trend in the percent of psychological intervention studies over time with 57% from 2000-2005 to 38% from 2006-2010 and 26% in this current review. Intervention studies within the social domain decreased from 17% in 2006-2010 to 10% in this review. Studies of interventions in the biological domain have fluctuated over time from 11% in 2000-2005 down to 1% from 2005-2010 and up to 9% in the review reported here. However, the overall trend shows a lesser focus on testing interventions within a single domain over time, pointing perhaps to a growing interest in determining effective interventions that are multifaceted and target multiple factors that affect a person’s health.

Implications: Research Needed

The mind and body do not function independently of each other; therefore, when considering the focus of nursing research, we need to target both systems. Nursing has as its foundation a holistic approach to patient care. At this point in our history as we build a knowledge base, a multifaceted approach is needed when planning nursing research. This study of nursing interventions in our research has explored the biological, psychological, and social domains. Studies in the biopsychosocial domain would benefit our knowledge base and improve the criteria for more accurate, evidence-based nursing interventions.

Medicine has increasingly focused on the mental health component of medical illnesses. Nursing research would be strengthened by focusing on the possibility of medical illness and its relationship to mental illness. This nursing research approach'‹ would support our holistic philosophy of care and increase our knowledge of the whole person. It would provide the best evidence-based approach to planning treatment. In addition, it would serve to increase the sphere of psychiatric nursing beyond the psychiatric unit in health care settings.

...an increase in multicultural studies is needed to further strengthen our evidenced based practice. Finally, an increase in multicultural studies is needed to further strengthen our evidenced based practice. The individual person is complex. Identified culture provides important information as to how patients view health and illness. This information is an important component when planning our evidenced based care and should not be isolated from the patient presentation.

Tracking the progress in intervention research relevant for psychiatric and mental health nursing practice is essential to identify evidence gaps. This current, systematic review of intervention studies published in the most accessible psychiatric and mental health nursing journals for practicing nurses, educators, and researchers in the United States has revealed a somewhat lower number of studies from outside the United States; a slightly greater focus on studies of nurses, nursing students, or other mental health professionals as compared with clients who receive their care or services; and a continued trend for testing interventions that captured more than one dimension. Tracking the progress in intervention research relevant for psychiatric and mental health nursing practice is essential to identify evidence gaps. Though substantial progress has been made through the years, there is still room to grow.

Abir K. Bekhet, PhD, RN, HSMI Email: [email protected]

Jaclene A. Zauszniewski, PhD, RN-BC, FAAN Email: [email protected]

Denise M. Matel-Anderson, APNP, RN Email: [email protected]

Jane Suresky, DNP, MSN Email: [email protected]

Mallory Stonehouse, MSN, RN Email: [email protected]

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Battaglia, C., Benson, S.L., Cook, P.F., & Prochazka, A. (2013). Building a tobacco cessation telehealth care management for veterans with posttraumatic stress disorder. Journal of the American Psychiatric Nurses Association , 19 (2), 78-91. doi:10.1177/1078390313483314

Beebe, L.H., Smith, K., Davis, J., Roman, M., & Burke, R. (2012). Meet me at the crossroads: Clinical research engages practitioners, educators, students, and patients. Perspectives in Psychiatric Care, 48 (2), 76-82. doi: 10.1111%2Fj.1744-6163.2011.00306.x

Bekhet, A.K., Zauszniewski, J.A., & Matel-Anderson, D.M. (2012). Resourcefulness training intervention: Assessing critical parameters from relocated older adults’ perspectives. Issues in Mental Health Nursing, 33 (7), 430-435. doi:10.3109/01612840.2012.664802

Boulton, M.A., & Nosek, L. (2014). How do nursing students perceive substance abusing nurses? Archives of Psychiatric Nursing, 28 (1), 29-34. doi:10.1016/j.apnu.2013.10.005

Chandler, G.E., Roberts, S.J., & Chiodo, L. (2015). Resilience intervention for young adults with adverse childhood experiences. The Journal of Psychiatric Nurses Association, 21 (6), 406-416. doi:10.1177/1078390315620609

Choi, Y., Song, E., & Oh, E. (2015). Effects of teaching communication skills using a video clip on a smart phone on communication competence and emotional intelligence in nursing students. Archives of Psychiatric Nursing, 29 (2), 90-95. doi:10.1016/j.apnu.2014.11.003

Choi, Y-J., & Won, M-R. (2013). A pilot study on effects of a group program using recreational therapy to improve interpersonal relationships for undergraduate nursing students. Archives of Psychiatric Nursing, 27 (1), 54-55. doi:10.1016/j.apnu.2012.08.002

Emory, S.L., Silva, S.G., Edwards, P.B., & Wahl, L.E. (2011). Stepping to stability and fall prevention in adult psychiatric patients. Issues in Mental Health Nursing, 49 (12), 30-36 doi:10.3928/02793695-20111102-01

Fiedler, R.A., Breitenstein, S., & Delaney, K. (2012). An assessment of students’ confidence in performing psychiatric mental health nursing skills: The impact of the clinical practicum experience. Journal of the American Psychiatric Nurses Association, 18 (4), 244-250. doi:10.1177/1078390312455218

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Happell, B., Moxham, L., &Platania-Phung, C. (2011). The impact of mental health nursing education on undergraduate nursing students’ attitudes to consumer participation. Issues in Mental Health Nursing, 32 (2), 108-113. doi:10.3109/01612840.2010.531519

Horgan, A., McCarthy, G., & Sweeny, J. (2013). An evaluation of an online peer support forum for university students with depressive symptoms. Archives of Psychiatric Nursing, 27 (2), 54-55. doi:10.1016/j.apnu.2012.12.00

Irvine, A.B., Billow, M.B., Eberhage, M.G., Seeley, J.R., McMahon, E., & Bourgeois, M. (2012). Mental illness training for licensed staff in long-term care. Issues in Mental Health Nursing, 33 (3), 181-194. doi: 10.3109/01612840.2011.639482

Iskhandar Shah, L.B., Torres, S., Kannusamy, P., Lee Chng, C.M., He, H-G., Klainin-Yobas, P. (2015). Efficacy of the virtual reality-based stress management program on stree-related variables in people with mood disorders: The feasibility of the study. Archives of Psychiatric Nursing, 29 (1), 6-13. doi:10.1016/j.apnu.2014.09.003

Kameg, K.M., Englert, N.C., Howard, V.M., & Perozzi, K.J. (2013). Fusion of psychiatric and medical high-fidelity patient simulation scenarios: Effect on nursing student knowledge, retention of knowledge, and perception. Issues in Mental Health Nursing, 34 (12), 892-900. doi:10.3109/01612840.2013.854543

Kane, C. (2015). The 2014 Scope and Standards of Practice for psychiatric mental health nursing: Key Updates. OJIN: The Online Journal of Issues in Nursing, 20 (1), Manuscript 1. doi:10.3912/OJIN.Vol20No01Man01

Kidd, L.I., Knisley, S.J. & Morgan, K.I. (2012). Effectiveness of a Second Life® simulation as a teaching strategy for undergraduate mental health nursing students. Journal of Psychosocial & Mental Health Services, 50 (7), 3-5. doi:10.3928/02793695-20120605-04

Kinser, P.A., Bourgugnon, C. Taylor, A.G., Steeves, R. (2013). "A feeling of connectedness": Perspectives on a gentle yoga interenvention for women with major depression. Issues in Mental Health Nursing, 34 (6), 402-211. doi:10.3109/01612840.2012.762959

Kinser, P.A., Bourguigion, C., Whaley, D., Hauenstein, E., & Taylor, A.G. (2013). Feasibility, acceptability, and effects of gentle Hatha yoga for women with major depression: Findings from a randomized controlled mixed-methods study. Archives of Psychiatric Nursing, 27 (3), 137-147. doi:10.1016/j.apnu.2013.01.003

Koci, A.F., Cesario, S., Nava, A., Liu, F., Montalvo-Liendo, N., & Zahed, H. (2014). Women’s functioning following an intervention for partner violence: New knowledge for clinical practice from a 7-year study. Issues in Mental Health Nursing, 35 (10), 745-755. doi:10.3109/01612840.2014.901450

Lawson, S.L., Munoz-Rojas, D., & Siman, M.N. (2012). Changing attitudes and perceptions of Hispanic men ages 18-25 about rape and rape prevention. Issues in Mental Health Nursing, 22 (12), 864-70. doi:10.3109/01612840.2012.728279

Lindseth, G., Helland, B., & Caspers, J. (2015). The effects of dietary tryptophan on affective disorders. Archives of Psychiatric Nursing, 29 (3), 102-107. doi:10.1016/j.apnu.2014.11.008

Luebbert, R., & Popkess, A. (2015). The influence of teaching method on performance of suicide assessment in baccalaureate nursing students. The Journal of American Psychiatric Nurses Association, 21 (2), 126-133. doi:10.1177/1078390315580096

Masters, J.C., Kane, M.G., & Pike, M.E. (2014). The suitcase simulation: An effective and inexpensive psychiatric nursing teaching activity. Journal of Psychosocial Nursing, 52 (8), 39-44. doi:10.3928/02793695-20140619-01

Mitchell, A.M., Puskar, K., Hagle, H., Gotham, H.J., Talcott, K.S., Terhorst, L., … Burns, H.K. (2013). Screening, brief intervention, and referral to treatment: Overview of and student satisfaction with an undergraduate addiction training program for nurses. Journal of Psychosocial Nursing & Mental Health Services, 51 (10), 29-37. doi:10.3928/02793695-20130628-01

Nilsen, P. (2015). Making sense of implementation theories, models and frameworks. Implementation Science : IS , 10 , 53. doi:10.1186/s13012-015-0242-0

Ozcan, N.D., Bilgin, H., & Eracar, N. (2011). The use of expressive methods for developing empathetic skills. Issues in Mental Health Nursing, 32 (2), 131-136. doi:10.3109/01612840.2010.534575

Pedersen, I., Nordaunet, T., Martinsen, E.W., Berget, B., & Braastad, B.O. (2011). Farm animal-assisted intervention: Relationship between work and contact with farm animals and change in depression, anxiety, and self-efficacy among persons with clinical depression. Issues in Mental Health Nursing, 32 (8), 493-500. doi:10.3109/01612840.2011.566982

Proctor, E.K., Landsverk, J., Aarons, G., Chambers, D., Glisson, C., & Mittman, B. (2009). Implementation research in mental health services: an emerging science with conceptual, methodological, and training challenges. Administration and Policy in Mental Health, 36 (1), 24-34 doi:10.1007/s10488-008-0197-4

Pulia, K., Vaidya, P., Jayaram, G., Hayat, M., & Reti, I.M. (2013). ECT treatment outcomes following performance improvement changes. Journal of Psychosocial and Mental Health Services, 51 (11), 20-25. doi:10.3928/02793695-20130628-02

Riley, J.B., & Yearwood, E.L. (2012). The effect of a pedagogy of curriculum infusion on nursing student well-being and intent to improve the quality of nursing care. Achieves in Psychiatric Nursing, 26 (5), 364-63. doi:10.1016/j.apnu.2012.06.004

Schwindt, R.G., McNelis, A.M., & Sharp, D. (2014). Evaluation of a theory-based educational program to motivate nursing students to intervene with their seriously mentally ill clients who use tobacco. Archives of Psychiatric Nursing, 28 (4), 277-283. doi:10.1016/j.apnu.2014.04.003

Simpson, A., Quigley, J., Henry, S.J., & Hall, C. (2014). Evaluating the selection, training, and support of peer support workers in the United Kingdom. Journal of Psychosocial Nursing and Mental Health Services, 52 (1), 31-40. doi:10.3928/02793695-20131126-03

Sorensen, J. L., & Kosten, T. (2011). Developing the tools of implementation science in substance use disorders treatment: applications of the consolidated framework for implementation research. Psychology of Addictive Behaviors, 25 (2), 262-268. doi:10.1037/a0022765

Stanton, R., Donohue, T., Garnon, M., & Happell, B. (2015). Participation in and satisfaction with an exercise program for inpatient mental health consumers. Perspectives in Psychiatric Care, 52 (1), 62-67. doi:10.1111/ppc.12108

Stiberg, E., Holand, U., Olstad, R., & Lorem, G. (2012). Teaching care and cooperation with relatives: Video as a learning tool in mental health work . Issues in Mental Health Nursing, 33 (8). doi:10.3109/01612840.2012.687804

Taylor. K., Guy, S., Stewart, L., Ayling, M., Miller, G., Anthony, A., … Thomas, M. (2011). Care zoning a pragmatic approach to enhance the understanding of clinical needs as it relates to clinical risks in acute in-patient unit settings. Issues in Mental Health Nursing, 32 (5), 318-326. doi:10.3109/01612840.2011.559570

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May 31, 2018

DOI : 10.3912/OJIN.Vol23No02Man04

https://doi.org/10.3912/OJIN.Vol23No02Man04

Citation: Bekhet, A.K., Zauszniewski, J.A., Matel-Anderson, D.M., Suresky, M.J., Stonehouse, M., (May 31, 2018) "Evidence for Psychiatric and Mental Health Nursing Interventions: An Update (2011 through 2015)" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 2, Manuscript 4.

• Article May 31, 2018 Advancing Scholarship through Translational Research: The Role of PhD and DNP Prepared Nurses Deborah E. Trautman, PhD, RN, FAAN; Shannon Idzik, DNP, CRNP, FAANP, FAAN; Margaret Hammersla, PhD, CRNP-A; Robert Rosseter, MBA, MS
• Article May 31, 2018 Connecting Translational Nurse Scientists Across the Nation—The Nurse Scientist-Translational Research Interest Group Elizabeth Gross Cohn, RN, NP, PhD, FAAN; Donna Jo McCloskey, RN, PhD, FAAN; Christine Tassone Kovner, PhD, RN, FAAN; Rachel Schiffman, RN, PhD, FAAN; Pamela H. Mitchell, RN, PhD, FAAN
• Article May 31, 2018 Translation Research in Practice: An Introduction Marita G. Titler, PhD, RN, FAAN

Best Nursing Research Topics for Students

What is a nursing research paper.

• What They Include
• Choosing a Topic
• Best Nursing Research Topics
• Research Paper Writing Tips

Writing a research paper is a massive task that involves careful organization, critical analysis, and a lot of time. Some nursing students are natural writers, while others struggle to select a nursing research topic, let alone write about it.

If you're a nursing student who dreads writing research papers, this article may help ease your anxiety. We'll cover everything you need to know about writing nursing school research papers and the top topics for nursing research.  

Continue reading to make your paper-writing jitters a thing of the past.

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A nursing research paper is a work of academic writing composed by a nurse or nursing student. The paper may present information on a specific topic or answer a question.

During LPN/LVN and RN programs, most papers you write focus on learning to use research databases, evaluate appropriate resources, and format your writing with APA style. You'll then synthesize your research information to answer a question or analyze a topic.

BSN , MSN , Ph.D., and DNP programs also write nursing research papers. Students in these programs may also participate in conducting original research studies.

Writing papers during your academic program improves and develops many skills, including the ability to:

• Select nursing topics for research
• Conduct effective research
• Analyze published academic literature
• Format and cite sources
• Synthesize data
• Organize and articulate findings

About Nursing Research Papers

When do nursing students write research papers.

You may need to write a research paper for any of the nursing courses you take. Research papers help develop critical thinking and communication skills. They allow you to learn how to conduct research and critically review publications.

That said, not every class will require in-depth, 10-20-page papers. The more advanced your degree path, the more you can expect to write and conduct research. If you're in an associate or bachelor's program, you'll probably write a few papers each semester or term.

Do Nursing Students Conduct Original Research?

Most of the time, you won't be designing, conducting, and evaluating new research. Instead, your projects will focus on learning the research process and the scientific method. You'll achieve these objectives by evaluating existing nursing literature and sources and defending a thesis.

However, many nursing faculty members do conduct original research. So, you may get opportunities to participate in, and publish, research articles.

Example Research Project Scenario:

In your maternal child nursing class, the professor assigns the class a research paper regarding developmentally appropriate nursing interventions for the pediatric population. While that may sound specific, you have almost endless opportunities to narrow down the focus of your writing. 

You could choose pain intervention measures in toddlers. Conversely, you can research the effects of prolonged hospitalization on adolescents' social-emotional development.

What Does a Nursing Research Paper Include?

Your professor should provide a thorough guideline of the scope of the paper. In general, an undergraduate nursing research paper will consist of:

Introduction : A brief overview of the research question/thesis statement your paper will discuss. You can include why the topic is relevant.

Body : This section presents your research findings and allows you to synthesize the information and data you collected. You'll have a chance to articulate your evaluation and answer your research question. The length of this section depends on your assignment.

Conclusion : A brief review of the information and analysis you presented throughout the body of the paper. This section is a recap of your paper and another chance to reassert your thesis.

The best advice is to follow your instructor's rubric and guidelines. Remember to ask for help whenever needed, and avoid overcomplicating the assignment!

How to Choose a Nursing Research Topic

The sheer volume of prospective nursing research topics can become overwhelming for students. Additionally, you may get the misconception that all the 'good' research ideas are exhausted. However, a personal approach may help you narrow down a research topic and find a unique angle.

Writing your research paper about a topic you value or connect with makes the task easier. Additionally, you should consider the material's breadth. Topics with plenty of existing literature will make developing a research question and thesis smoother.

Finally, feel free to shift gears if necessary, especially if you're still early in the research process. If you start down one path and have trouble finding published information, ask your professor if you can choose another topic.

The Best Research Topics for Nursing Students

You have endless subject choices for nursing research papers. This non-exhaustive list just scratches the surface of some of the best nursing research topics.

1. Clinical Nursing Research Topics

• Analyze the use of telehealth/virtual nursing to reduce inpatient nurse duties.
• Discuss the impact of evidence-based respiratory interventions on patient outcomes in critical care settings.
• Explore the effectiveness of pain management protocols in pediatric patients.

2. Community Health Nursing Research Topics

• Assess the impact of nurse-led diabetes education in Type II Diabetics.
• Analyze the relationship between socioeconomic status and access to healthcare services.

3. Nurse Education Research Topics

• Review the effectiveness of simulation-based learning to improve nursing students' clinical skills.
• Identify methods that best prepare pre-licensure students for clinical practice.
• Investigate factors that influence nurses to pursue advanced degrees.
• Evaluate education methods that enhance cultural competence among nurses.
• Describe the role of mindfulness interventions in reducing stress and burnout among nurses.

4. Mental Health Nursing Research Topics

• Explore patient outcomes related to nurse staffing levels in acute behavioral health settings.
• Assess the effectiveness of mental health education among emergency room nurses .
• Explore de-escalation techniques that result in improved patient outcomes.
• Review the effectiveness of therapeutic communication in improving patient outcomes.

5. Pediatric Nursing Research Topics

• Assess the impact of parental involvement in pediatric asthma treatment adherence.
• Explore challenges related to chronic illness management in pediatric patients.
• Review the role of play therapy and other therapeutic interventions that alleviate anxiety among hospitalized children.

6. The Nursing Profession Research Topics

• Analyze the effects of short staffing on nurse burnout .
• Evaluate factors that facilitate resiliency among nursing professionals.
• Examine predictors of nurse dissatisfaction and burnout.
• Posit how nursing theories influence modern nursing practice.

Tips for Writing a Nursing Research Paper

The best nursing research advice we can provide is to follow your professor's rubric and instructions. However, here are a few study tips for nursing students to make paper writing less painful:

Avoid procrastination: Everyone says it, but few follow this advice. You can significantly lower your stress levels if you avoid procrastinating and start working on your project immediately.

Plan Ahead: Break down the writing process into smaller sections, especially if it seems overwhelming. Give yourself time for each step in the process.

Research: Use your resources and ask for help from the librarian or instructor. The rest should come together quickly once you find high-quality studies to analyze.

Outline: Create an outline to help you organize your thoughts. Then, you can plug in information throughout the research process. 

Clear Language: Use plain language as much as possible to get your point across. Jargon is inevitable when writing academic nursing papers, but keep it to a minimum.

Cite Properly: Accurately cite all sources using the appropriate citation style. Nursing research papers will almost always implement APA style. Check out the resources below for some excellent reference management options.

Revise and Edit: Once you finish your first draft, put it away for one to two hours or, preferably, a whole day. Once you've placed some space between you and your paper, read through and edit for clarity, coherence, and grammatical errors. Reading your essay out loud is an excellent way to check for the 'flow' of the paper.

Helpful Nursing Research Writing Resources:

Purdue OWL (Online writing lab) has a robust APA guide covering everything you need about APA style and rules.

Grammarly helps you edit grammar, spelling, and punctuation. Upgrading to a paid plan will get you plagiarism detection, formatting, and engagement suggestions. This tool is excellent to help you simplify complicated sentences.

Mendeley is a free reference management software. It stores, organizes, and cites references. It has a Microsoft plug-in that inserts and correctly formats APA citations.

Don't let nursing research papers scare you away from starting nursing school or furthering your education. Their purpose is to develop skills you'll need to be an effective nurse: critical thinking, communication, and the ability to review published information critically.

Choose a great topic and follow your teacher's instructions; you'll finish that paper in no time.

Joleen Sams is a certified Family Nurse Practitioner based in the Kansas City metro area. During her 10-year RN career, Joleen worked in NICU, inpatient pediatrics, and regulatory compliance. Since graduating with her MSN-FNP in 2019, she has worked in urgent care and nursing administration. Connect with Joleen on LinkedIn or see more of her writing on her website.

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Research Topics & Ideas: Nursing

50+ Nursing Research Topic Ideas To Fast-Track Your Project

Finding and choosing a strong research topic is the critical first step when it comes to crafting a high-quality dissertation, thesis or research project. If you’ve landed on this post, chances are you’re looking for a nursing-related research topic , but aren’t sure where to start. Here, we’ll explore a variety of nursing-related research ideas and topic thought-starters, including general nursing, medical-surgical nursing, pediatric nursing, obstetrics and gynaecological nursing, ICU and mental health nursing.

NB – This is just the start…

The topic ideation and evaluation process has multiple steps . In this post, we’ll kickstart the process by sharing some research topic ideas within the nursing domain. This is the starting point, but to develop a well-defined research topic, you’ll need to identify a clear and convincing research gap , along with a well-justified plan of action to fill that gap.

If you’re new to the oftentimes perplexing world of research, or if this is your first time undertaking a formal academic research project, be sure to check out our free dissertation mini-course. In it, we cover the process of writing a dissertation or thesis from start to end. Be sure to also sign up for our free webinar that explores how to find a high-quality research topic. 

Overview: Nursing Research Topics

• General nursing-related topics
• Medical-surgical nursing
• Pediatric nursing
• Obstetrics and gynaecological nursing
• ICU nursing
• Mental health nursing

General Nursing Research Topics & Ideas

• The impact of cultural competence on patient care in the UK
• The importance of evidence-based practice in nursing for patients with HIV/AIDS
• The effects of workplace stress on nurse well-being and performance
• The role of nurse-patient communication for patients transitioning from adolescent to adult care
• The impact of technology on nursing practice and patient outcomes
• The importance of interdisciplinary collaboration in healthcare for the rehabilitation of patients post-surgery
• The effects of fatigue on nurse performance in the emergency room
• The impact of nurse staffing levels on patient outcomes in rural areas
• The effectiveness of nurse-led interventions in managing chronic conditions: a case study of diabetes
• The impact of patient-centred care on health outcomes for the elderly
• The importance of patient safety in nursing: bedside nurse vigilance
• The effects of empathy and compassion in critical care nursing
• The role of nursing in disaster preparedness and response: a case study of the Haiti earthquake of 2021
• The impact of the level of nursing education on patient outcomes
• The importance of ethical considerations in frail care nursing practice

Topics & Ideas: Medical-Surgical Nursing

• The impact of bedside care on patient outcomes in medical-surgical units
• The role of the nurse in managing post-operative patient pain
• The effects of nurse-patient ratios on patient outcomes in medical-surgical units
• A systematic review of different approaches to patient education in medical-surgical units
• The relationship between nurse-patient communication and patient satisfaction in medical-surgical units: perspectives and recommendations to improving patient satisfaction

Topics & Ideas: Pediatrics Nursing

• The impact of family-centered care on pediatric patient outcomes with sickle cell anemia
• The role of nursing interventions in promoting developmental and behavioral health in pediatric patients
• The effects of play therapy on anxiety and pain in pediatric patients during hospitilisation
• A systematic review of different approaches to pain management in pediatric cancer patients
• The relationship between parent involvement and post-operative patient outcomes in pediatric units

Ideas: Obstetrics and Gynecological Nursing

• The impact of nurse-led prenatal care on maternal and fetal outcomes in African American communities
• The role of the nurse in promoting sexual and reproductive health for women in the UK
• The effects of midwifery care on maternal satisfaction of primiparous women and birth outcomes
• A comparative study of different approaches to childbirth education for expectant mothers and partners: perceptions of control
• The relationship between lactation support and breastfeeding success of primiparous women

Topics & Ideas: ICU Nursing

• The impact of nursing interventions on patient outcomes in intensive care units in a developing country
• The role of the nurse in managing palliative and end-of-life care in the ICU
• The effects of family presence on patient outcomes and satisfaction in the ICU: A systematic review of the literature
• A comparative study of different approaches to pain management for trauma patients in the ICU
• The relationship between nurse-patient communication and geriatric patient outcomes in ICU

Topics & Ideas: Mental Health Nursing

• The impact of nurse-led therapy on adolescent patient outcomes in mental health settings
• The role of the nurse in promoting recovery and resiliency in mental health patients through group interventions
• The effects of mindfulness-based interventions on stress and anxiety in mental health patients: A systematic literature review
• A comparative study of the role of nurses in applying different approaches to patient education in mental health settings
• The association between nurse-patient therapeutic alliance and patient outcomes in mental health settings

Nursing Dissertation & Theses

While the ideas we’ve presented above are a decent starting point for finding a nursing-related research topic, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses to see how this all comes together.

Below, we’ve included a selection of research projects from various nursing-related degree programs to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• Nursing Workload and Interventions of Licensed Nurses in Nursing Homes: An Observational Time and Motion Study (Kang, 2021)
• Missed Nursing Care: Accounting for Education, Experience, and Job Satisfaction in Registered Nurses (Bechard, 2021)
• Examining Predictors of Attitudes and Knowledge of Registered Nurses and Nursing Students in Tennessee toward Pregnant and Perinatal Women with a Substance Use Disorder (Patrylo, 2021)
• A Program Evaluation of the Organizational Readiness for Pathway to Excellence at Two Community Hospitals  (Behling, 2021)
• The Impact of Covid-19 Pandemic Policy Decisions on the Wellbeing of Nursing Home Residents in Missouri (White, 2022)
• Battling A Parallel Pandemic: An Evaluation of Sustainable System-Level Nursing Support in Response To COVID-19 (Gifford, 2022)
• Holistic Nursing Process Maps: a Tool for Student Nurses to Operationalize the Nursing Process to Increase Clinical Reasoning (Reyes, 2022)
• Satisfaction and Work-Life Balance in Undergraduate Nursing Faculty: A Mixed-Methods Study (Crawford, 2021)
• The Effect of Mindfulness Meditation on the Stress, Anxiety, Mindfulness, and Self-Compassion Levels of Nursing Students (Heinrich, 2022)
• Effectiveness of Simulation-Based Case Studies in Undergraduate Nursing Students (Becnel, 2022)
• A Telehealth Simulation Experiment: Exploring Prebriefing (Owen, 2022)
• Perceptions of Lateral Violence Among Vocational Nursing Students, Associate Degree Nursing Students, and Bachelor’s Degree Nursing Students (Martha, 2022)
• Nurse Educators’ Description of Ethics from a Disciplinary Perspective: A Qualitative Descriptive Research Study (Cuchetti, 2022)
• A Literature Review of the Relationship Between Oral Health and Pneumonia Risk in the Geriatric Nursing Home Population (Swift, 2021)

Looking at these titles, you can probably pick up that the research topics here are quite specific and narrowly-focused , compared to the generic ones presented earlier. This is an important thing to keep in mind as you develop your own research topic. That is to say, to create a top-notch research topic, you must be precise and target a specific context with specific variables of interest . In other words, you need to identify a clear, well-justified research gap.

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200+ Great Ideas of Nursing Research Topics to Get Started

Running out of topic ideas for your nursing research paper?

Stay on this page to find really cool and helpful lists of interesting research topics for your nursing dissertation or thesis.

What are Some Cool topics to Research?

Whenever students are asked to work on a research paper or present their thesis, the very first concern for them is choosing a unique, interesting, and research-worthy topic that makes their research significant and has enough future scope.

When it comes to finding a unique topic without working on something that’s already been done, most of the nursing and healthcare students struggle. A good research topic should be unique, relevant to current times, and have future scope as well. And you’ll find all three qualities in the topics mentioned below:

1. Primary Healthcare Nursing Research Topics

Primary healthcare refers to essential or basic health care service based on socially acceptable and scientifically sound methods and technology. Since it includes physical, social, emotional, and mental well-being, there are many topics for nursing scholars to explore:

• Strengthening primary healthcare system as the first line of referral system
• Introduction of home health nursing in the community set up
• Primary health care delivery system clinical pathways
• From home visits to home health care: strengthening primary health care delivery system
• Expanding the roles of community health nurses
• Millennial models of health care system
• Strengthening disease surveillance program in the community health setup
• Home health care of debilitated patients
• Acceptance of evidence-based practice in the primary health care
• Strengthening continuity of care in the community/home health care post-hospitalization
• Physical rehabilitation and occupational therapy in the community health care setting

2. Good Research Topics in Healthcare Management

Healthcare management is the management, administration, or oversight of healthcare systems, hospitals, public health systems, and other medical facilities. Since it comprises the overall management of all the work of the hospitals, it opens avenues for a lot of research work. Take, for example, the following:

• Evaluating who is responsible for failure in surgeries?
• Healthcare Contracts Limitations
• Medical Home Service
• Analysing nursing channels that nurses can use for becoming physicians?
• Gender Bias in Nursing Profession
• Starting Private Practice as a Nurse
• Medicare: Pros and Cons
• What are the most appropriate methods for increasing staff retention in a health care setting?
• Nursing Uniform Code Rules
• Role of nurses in enhancing a hospital quality improvement
• Legal Risks with Non-English Patients
• Medical Marijuana: Risk, Benefits, and Management Rules
• Shortage of Men in Healthcare
• Health tracking apps for continuity of care post discharge to home
• Telehealth: the impact of virtual care to urban and rural areas
• Strategic referral system to prevent tertiary hospital congestion
• Clinical pathways for referral system
• Drive-thru pharmacy
• Strenghtening the roles of social works and social workers in the health care team
• Case management approach in the healthcare delivery system
• Defining and application of Expected Length of Stay in patient management
• Impact of case managers in Expected Length of Stay and patient outcomes
• Redefining hospital cultures on bed rest versus mobilization
• Redefining hospital cultures on diet and food services
• Redefining hospital cultures on the assumption of the sick roles
• Strict implementation of Expected Length of Stay to prevent hospital congestion
• Roles of Case manager in the Clinical pathways
• Case Manager as a new nursing role an specialization
• Nurse navigator as a new form of nurse entrepreneurship
• Case management clinical pathway for smooth admission, patient flow and continuity of care after discharge
• Increase nursing specialization
• Internet savvy for healthcare providers

3. Nursing Research Topics about Pain Management

Pain management, in nursing, includes study of all the interventions nurses can make during their hospital hours – mainly to relieve a patient’s pain or ailments through medicinal interventions. Pain is complex, with many treatment options such as therapies, medicines, and also mind-body techniques. Nursing research scholars can research about the following topics:

• Pain management in children suffering from life-limiting illnesses: learning about the best practices
• Headache Treatment Protocol
• A closer look at hemophilia patient’s pain management
• Myofascial Pain Rehabilitation
• Labor and delivery: best practices for pain management
• Using Opioid for Rheumatoid Arthritis
• Fetal pain perception: analysis by medical experts
• Innovative Injection Use
• Therapeutic Injections: Cons & Pros
• Cognitive hypnotherapy application: how effective are they in pain management?
• Evaluating the effectiveness of Benson’s relaxation therapy as a pain management practice.
• Post-discharge pain-management strategies: evaluating their effectiveness in a health care setting?
• Phantom Pains Phenomenon
• Pain management in cancer patients: best practices according to expert nurses
• Spinal cord nerve injury related to chronic constipation
• Mobile pain unit

4. Pediatric Nursing Research Topics

In Pediatric nursing, the nursing staff is responsible for medical care of the children and neonates, and adolescents – mainly in a day-clinic or the in-patient setting. Though the main role of child health nursing is administering procedures and medicines to all children as per their prescribed nursing care plans, the research scholars can write papers on the following topics:

• Speech Disorders Therapy
• ADHD Causes & treatment
• Prevalence of misdiagnosis in child health or paediatric ward
• Vaccination & Autism
• Systematic review of range of child health nursing services in UK
• Antibiotic Resistance in Preschool Children
• Mental and Emotional health of children under 10
• Eating Disorders in Children
• Social Media Impact on Teenagers
• Seizures Causes in Infants
• Teething issues in children under 10
• Psychological Aspects of Infant Care
• Use of social media platforms in preparation and prevention of hospital phobia among pediatric groups
• Family engagement in the pediatric care by using hospital information system
• Safety and efficacy of telehealth for pediatric patients

What are the Current issues in Nursing?

Nursing is a high-pressure job. It demands patience, determination, and perseverance. As a high-pressure job, it gets quite challenging and leads to issues from time to time. Some of the examples being staff shortages, long working hours, workplace hazards, personal health, and workplace violence. All of these can be addressed in nursing research papers:

• Analysis of the registered nurse workforce and the relationship to work environments
• Transforming loss: A developing concept for nursing
• Nursing Staff Shortages
• Nursing Practitioners
• Meeting Patient Expectations: A challenge for nurses
• Biggest obstacles nurses face in their education and maintaining career alongside
• Workplace Violence and Hazards Nurses face
• Diversity in Healthcare
• Importance of Community Nursing
• Future of Nursing in the Digital Age
• What measure can a nurse take for helping a person with their eating disorder?
• Clinical Nurse Roles
• How can nurses help in treating patients who already know they don’t have a survival rate?
• Ethics and Homeless People Treatment
• Critical Care Nursing Management
• A nurse’s role in helping and assisting patients with chronic diseases?
• Nursing Theorists Works
• Remote Intensive Care Unit
• Stress Management Practice for Nurses Working in Night Shifts
• Between Career & Professional Service
• Preceptorship and training after distant education program and online learning
• Centralized infectious disease surveillance
• Centralized reporting of chronic diseases
• Patient become more educated: the pros and cons of social media
• Fake news and misinformation on health related issue with the rise of social media platforms
• BPO and call centers for medical procedures booking and admission to decongest emergency room
• Application of BPO in the quality assurance monitoring in documentation

What are Some of the Research Topic Ideas in Surgical Nursing?

• Moral distress among nurses in Surgical units
• Patient’s satisfaction and experience about care provided by nurses in the surgical units
• Organizational effects on patient satisfaction in surgical units
• Medical-Surgical nurses and their perceived leadership abilities as responders in patient deterioration events
• Role of Nurses in Surgical Wards
• Medical-surgical nursing: Critical thinking in client care
• Pain assessment and management in surgical nursing
• Understanding technology in contemporary surgical nursing
• Understanding Medical surgical nursing as an integrated approach
• Standardising fast-track surgical nursing care
• Mobilization team for the fast recovery of post-operative patients
• Use of telehealth for pre-operative preparations and elective surgical admissions to lessen hospital length of stay among surgical patients
• Continuity of care post surgery in the community health care

What have been some of the more important nursing research questions discussed in nursing class?

If you are here to find more important topics for your nursing dissertations, then scroll through this section for topics that are often discussed in nursing classes. Nursing research articles and topics change over time. However, we find these relevant to current times and challenges in healthcare:

1. Research topic ideas for Midwifery Nursing

Nurse-midwife, as a licensed healthcare professional, specialises in child birth and also women’s reproductive health. Apart from attending pregnant women during childbirth, they are responsible for several roles during emergencies, and pre and postnatal care. Hence, opening avenues for research topics such as:

• Role of nurses in improving patient safety during childbirth: Evidence from obstetric trauma
• Evaluate the impact of delayed umbilical cord clamping after child birth
• Maternal & Neonatal Practices in Rural Areas
• Emerging trends in obstetrical and midwifery nursing
• First Antenatal Appointment Analysis
• Limiting interventions during a low-risk labour
• Mental Illness & Post-natal Period
• Analysing the role of prenatal care in pregnant women
• Shift Study Midwives & Length
• Evaluating impact of AIDS and Hepatitis B in the pregnant women
• Self-Instruction Kits & Natal Safety
• Studying advanced trends in obstetrics and gynaecology
• Midwifery Continued Care
• Evaluating pros and cons of labouring in water
• Gestational Weight Gain Challenges
• Vitamin D’s role as a supplement during pregnancy
• Studying clinical reasoning integration into midwifery practice
• Obese Pregnant Women Safety Rules
• A decade after BEmONC and CEmONC

2. Health Promotion Research Topics

Health promotion mainly comes from behavioral social science which draws from the environmental, biological, psychological, medical, and physical sciences for promoting health and preventing diseases. For health promotion, the research topics include the following:

• Healthcare Dangers of Digital Age
• Benefits and Shortages of Telemedicine
• Healthy living and Preventive medicine for Senior Citizens
• Role of School Nurses
• Obstacles for Smoking cessation
• Healthy Eating & Sports
• Causes of Youth Inactivity
• Roles of Parents for Healthy Lifestyle of Children
• Obesity and Mental Stability
• Pharmacist Responsibility
• Social Media and Educational Strategies
• HealthBank as new form of medical insurance inside the hospital organization
• Collaboration of private health insurance company with public and private hospitals

3. Adult Research Topics for Nursing Students

As a nursing scholar, you can also write research papers on adult healthcare, disease prevention, and management. Take, for example, reasons behind anxiety disorders in adults. Find more topics in the list below:

• Nurses’ experiences with urinary catheter insertion: A qualitative focus group study
• Clinical Cardiology Innovations
• CV Imaging Process
• Migraine Case Example
• Bipolar Disorder Non-Chemical Practices
• Mental Health & Psychiatric Care in Adults
• Online nursing education program
• Self care in Nursing
• Home health care for longterm vented patients
• Clinical Instructor, Preceptorship, Educator and Professor as specialized field requiring licensure
• Specialization program in nursing education

4. Geriatric Care Nursing Journal Topics

Nurses working in Geriatric care and management are responsible for coordinating and planning care of the elderly people dealing with mental or physical disabilities. Some of the research work topic ideas for geriatric care include the following:

• Cerebrovascular Disease and Stroke in Elderly people
• Pain in elderly people: Assessment and Management
• Joint Disorders Study in Elderly Population
• Rapid Nutritional assessment in Elderly
• Alzheimer’s Disease
• Bladder Cancer Therapy
• Atrial Fibrillation Study
• Critical Care Requirements
• Cardiovascular Risk Reduction
• Geriatrics Ethics
• Restless Legs Syndrome
• Parkinson’s Disease Precautions
• Geriatric care clinical pathways of care: holistic approach

What are the recent nursing research paper topics?

If you’re facing the challenge of choosing a recent nursing research topic, we’ve got your back. Many nurses, including experienced and freshers, are faced with this challenge at some point. But there’s no need to panic. So, without further ado, let’s jump-start the list of most recent research topics for nursing students:

1. Women’s Health Nursing Research Topics

Research topics related to women’s health are always trending, relevant, and have future scope as well. Hence, these topics are still worth exploring and researching:

• Culture affects women’s health
• Substance Abuse and Addiction in Women
• Menopause Challenges
• Infertility Ethical Rules
• Ovarian Cancer and Ovarian Disorder Analysis
• Modern Neonatal Practices
• Pregnancy Prevention Measures
• Sepsis after labour
• Cosmetic Dermatology
• Cystic Fibroids
• Sleep Disorders in Women
• Reproductive Endocrinology
• Women’s Sexual Health Disorders
• HPV and Cervical Cancer
• Vaginal Atrophy Causes
• Sleep disturbances in Women

2. Mental Health Nursing Research Articles Topics

Research papers focusing on mental health are still one of the most read and referred papers. And there’s still more scope for research on topics such as:

• Evaluating the concept of Integrated Mental and Physical Health Care
• Psychiatric Nursing and Mental Health
• Possible skills required for Nurses in Mental health care setting
• Assessing the mental health of nurses
• Depression Causes
• Schizophrenia Diagnostics
• Alcohol Addiction Disorders
• Bipolar Disorder
• Studying the impact of PTSD in the Army Veterans
• Impact of Video Games on Teenage Aggression
• Stress Among Police Officers
• Psychiatric Patient Ethics
• Forbidden Substances: Prevention and Use
• Bioterrorism Medicine
• Physical Traumas & Recovery Methods
• Application of Nursing Case Management in Psychiatry

Nursing leaders have called for research focusing on which of the following topics?

If you’d like to take an expert’s opinion before choosing a topic for your nursing dissertation, this section will be helpful. Our list of best nursing research topics doesn’t end here. We’ve got here more interesting topics that are recommended by nursing leaders and experts. Take a look at some more relevant topics:

• Preterm Labor Dangers
• Labor and Delivery Management Practices
• Saving Mother & Child Challenges
• Abortion Care Ethical Side
• Adolescent Gynecology Education
• Antenatal Care Recommendations
• Hypertensive Disorders Causes
• Newborn Resuscitation Rules
• Caesarean Section Preparation
• Delivery Room Behavior Checklist
• Nurses play vital roles in healthcare. Why are they invisible in the media?
• Increasing nursing research capacity: The roles of nurse scientists within healthcare systems
• Microeconomics and macroeconomics for sources of hospital funds
• Diverting patients and funds to economical services
• Culture vs evidence based practice
• Social media influencer in health education dissemination
• Acceptance of evidence based practice in the hospital
• Impact of socio-cultural nursing to evidence-based practice
• Hindrances in the implementation of evidence-based practice
• Nursing faculty shortage and brain-drain
• Online continuing professional education and development

Final Thoughts

Nursing research topics for a dissertation or thesis should not be difficult to find through the ideas suggestion above. Just make sure that you provide a twist (segment or expand the topic, perhaps) and come up with a unique topic for your paper.

During the initial stages of finalising a nursing research topic, you can struggle with a lot of choices or overwhelming information. However, when you start to consider a research topic’s limitations and scope, and outline your topic into a question, you’ll be able to get a better understanding of the topic you can manage in terms of workload.

We hope these nursing research topics mentioned above help you find that unique thesis statement or idea you’re looking for. In case you’re still having a tough time making a choice, leave us a comment or drop a mail, and we will direct you to better resources.

• https://www.journals.elsevier.com/applied-nursing-research/recent-articles
• https://www.syberscribe.com.au/blog/10-emerging-trends-healthcare-technology-2019-beyond/
• https://www.purdueglobal.edu/blog/nursing/top-10-nursing-trends/
• http://ojin.nursingworld.org/

RELATED ARTICLES MORE FROM AUTHOR

Evidence-based practice in nursing: beyond the scientific proof of care, nursing research definition: the importance and nurses roles.

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Mental Health Nursing Dissertation Topics

Published by Owen Ingram at January 3rd, 2023 , Revised On June 10, 2024

Are you passionate about helping others, especially those facing mental health challenges? If this is the case for you, then mental health nursing is a career choice you may want to pursue.

It can be challenging to work in the field of mental health nursing. The final year of the nursing undergraduate programme can be especially stressful because it involves completing a dissertation paper on a unique and interesting topic . Get a better understanding of mental health nursing, how it works, and how it can improve healthcare!

Similarly, Masters and PhD students of nursing and medicine must complete a research proposal and a thesis paper on a topic that really adds value to the research areas.

List of Trending Mental Health Nursing Dissertation Topics

• How does social media impact teenagers’ mental health?
• What techniques can nurses use to deal with their stress?
• How can nurses effectively serve veterans with mental health issues?
• How does interaction between families help the recovery of mental health patients?
• How can drugs affect mental health, and how can nurses assist with treatment?
• What kinds of mental health training should future nurses receive?
• What are the best methods for nurses to use to avoid suicide?
• How can nurses improve mental health in the workplace?
• How do nurses provide respectful mental health care?
• How does creative therapy fit into mental health nursing care?

Related Links

• Evidence-based Practice Nursing Dissertation Topics
• Child Health Nursing Dissertation Topics
• Adult Nursing Dissertation Topics
• Critical Care Nursing Dissertation Topics
• Dementia Nursing Dissertation Topics
• Midwifery Dissertation Topics
• Palliative Care Nursing Dissertation Topics
• Nursing Dissertation Topics
• Coronavirus (COVID-19) Nursing Dissertation Topics

Topic-1: Cognitive and emotional well-being

Research Aim: Finding out different ways to improve the cognitive and emotional well-being of people to solve the common mental health problems in the surrounding.

Topic-2: Eliminating mental illnesses

Research Aim: Encouraging better mental health by diagnosing the symptoms of mental health issues in the early stage to prevent severe circumstances later.

Topic-3: Providing specialised treatments

Research Aim: From anxiety, depression, and disorders to other mental health complexities, providing solutions to all types of mental health disorders, including pre-traumatic and post-traumatic issues.

Topic-4: Bipolar disorder

Research Aim: Explaining the symptoms, treatments, and procedures to soothe the common and impulsive mental health issues with solid behavior modification treatments.

Topic-5: Borderline personality disorder

Research Aim: Understanding the common borderline personality disorders and their effects on the mental health condition of different patients. Also, studying the unstable relationships with friends, family, and other associations and ways to improve it.

Topic-6: Dissociative disorders

Research Aim: Reviewing all the common causes of dissociative disorders and the primary care management to assess and intervene in different causes of the problem.

Topic-7: Disruptive and impulse-control disorders

Research Aim: Studying all the disruptive and impulsive-control disorders and their impact on the intermittent explosive condition and anti-social behavior of a person.

Topic-8: Attention deficit hyperactivity disorder

Research Aim: A brief overview of ADHD to control the attention span of a person through different effective techniques and procedures.

Topic-9: Psychosocial mental health nursing

Research Aim: Studying theories to understand human nature better and the process of normal development based on physical and mental health.

Topic-10: Mental health and psychiatric nursing

Research Aim: Exploring different types of mental illnesses and their treatments used to soothe the hyperactive condition of the patient.

Topic-11: Mental health educating

Research Aim: Educating everyone about the basic mental health problems and preventive measures to administer the condition of patients and to meet their varying mental health needs.

Topic-12: Providing different levels and quality of care to every patient

Research Aim: Studying the needs of every patient and providing care to solve different mental illnesses in a variety of ways helps tackle the problem calmly.

Topic-13: National and local mental health programs

Research Aim: Introducing different national and local mental health programs. Explaining their role in spreading awareness of the importance of mental health for individuals from different backgrounds.

Topic-14: Mental health checkups

Research Aim: Conveying the need for mental health checkups for individuals of all ages suffering from anxiety, stress, frustration, and other mental health issues.

Topic-15: Schizophrenia

Research Aim: Understanding the feelings of a patient suffering from schizophrenia and identifying its symptoms to curate the best and proper treatment for the stress cause.

Topic-16: Suicide prevention

Research Aim: Spreading awareness on suicide prevention, especially for youngsters and adults with the help of telephone and physical counselling. Finding the causes of suicide in professional spaces to get rid of the suicidal thoughts as early as possible.

Importance of Mental Health Nursing Profession

The number of people encountering poor mental health and related issues in their day-to-day lives is increasing, making mental health nursing a growing field in the healthcare industry. Those who are willing to work hard, be creative, and take risks in handling such patients can find many opportunities in this field.

Nurses in mental health are required to hold a bachelor’s degree, preferably a master’s degree. They also obtain additional training on dealing with people suffering from depression and different anxiety disorders.

According to the Bureau of Labor Statistics, mental health nurses’ demand will grow by 15% between 2014 and 2024. The need for nurses who specialise in this field will increase because of this growth rate.

Like other nursing jobs, mental health nursing pay depends on experience and education. The average salary for this career is $91,298 per year. According to a survey, salaries for mental health nurses can range from $71,485 to $129,837 per year, depending on their experience and education level.

There are still many challenges and rewards associated with a career in mental health nursing. Bringing peace to the lives of diverse people is a major part of the job. A flood of opportunities is always flowing your way as the field is constantly evolving. Take some time to research all of the nursing degree programs available before you make a decision.

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How to find mental health nursing dissertation topics.

For mental health nursing dissertation topics:

• Research recent issues in mental health care.
• Explore treatment approaches or therapies.
• Examine stigma and advocacy.
• Focus on specific populations or disorders.
• Consult professionals for insights.
• Select a topic that resonates with you and contributes to the field.

What Is Mental Health Nursing?

Nursing in mental health focuses on preventing, treating, and rehabilitating behavioural, emotional, and mental disorders. Nursing professionals work with patients to improve their emotional well-being by overcoming mental stress. Patients with mental illness or disorders are also guided throughout their recovery.

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• v.8(1); 2020 Jan

Nursing Students’ Perceptions of Effective Factors on Mental Health: A Qualitative Content Analysis

Roghieh sodeify, phd.

1 Department of Medical-Surgical Nursing, School of Nursing, Khoy University of Medical Sciences, Khoy, Iran

Fatemah Moghaddam Tabrizi, PhD

2 Reproductive Health Research Center, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran

Background:

Mental health is a fundamental and widespread concept with individual meanings. The purpose of this study is to perceive and clarify the factors influencing mental health from the perspectives of nursing students

The present qualitative study was conducted in Khoy, Iran from July-December 2018. Twenty nursing students were selected as the research participants through purposeful sampling method and interviewed using semi-structured in-depth interviews. All interviews were recorded, transcribed, and then analyzed with Graneheim and Lundman’s approach of conventional content analysis. The Trail version of the MAXQDA 10 software was applied to conduct the coding process

Data analysis revealed four themes and 12 sub-themes. The themes included feeling of self-worth, religious beliefs, socio-economic factors, and behavioral factors.

Conclusion:

The results showed that mental health in nursing students is a multidimensional phenomenon and is influenced by various factors. The current results could help the nurse educators to intervene and provide suitable, effective, practicable, and culture based mental health services and also help the nursing students achieve mental stability. Therefore, it is suggested that further qualitative and interventional studies should be conducted in this area

I NTRODUCTION

Mental health is one of the most important requirements of man and an important aspect of health. As defined by the World Health Organization (WHO), health means full physical, mental and social well-being, and it doesn’t refer to the lack of illness or infirmity. 1 The central part of health is mental health because all health-related interactions are carried out mentally. 2 Health is a perceptual concept based on learning, values and beliefs of each individual who is influenced by the environment, family, and community. If the concept of health is understood abstractly, its effects in life will not be clear. 3

Several definitions of mental health have been made: lack of mental illness, emotional balance, social harmony, feeling of comfort, integrity of personality, self and environmental awareness, ability to play a social, physical and emotional role, ability to co-ordinate with others, modification and improvement of the individual and social environment, resolution of conflicts and personal preferences logically, fairly and appropriately, the ability to adapt to the normal stresses of life, and finally self management. The concept of mental health, according to the WHO, refers to a status beyond the absence of mental disorders and it includes mental well-being, self-efficacy, autonomy, competence, social relations, social communication, prosperity, and intellectual and emotional potentialities. 4 , 5

Many factors affect mental health. Researchers consider reasons such as personality structures and cognitive and attitudinal components such as hope, optimism, empathy, affiliation, forgiveness, religion and spirituality in the stability of a sense of well-being and health. 6 , 7 Studies have shown that those with a high psychological well-being also have a better physical health. These people are generally happy, optimistic, and positive, and have emotional stability, self-esteem, and high self-efficacy. High mental health is positively associated with the logical perception of others and negatively associated with suicidal ideation, unprofessional behavior and burnout. 8

The results of many studies in and out the country (IRAN) show that nursing students have lower general and mental health than other health related disciplines and non-medical students. 9 , 10 In fact, nursing education does not create a suitable environment for nursing students. According to the nursing education curriculum, nursing students, in addition to learning theoretical courses, are placed in various clinical settings to acquire knowledge, skills and clinical judgment to achieve professional competence. 9 During this period, they experience stressful events that affect their personal and professionals life. 11 Some previous researches in this area also revealed that stressors which affected the students’ mental health were related to academic training. The most common stressors included ‘stress experience in the educational environment’, ‘relationships at work’, ‘issues of death and suffering, ‘inadequate knowledge and training’, ‘insufficient hospital resources’, and ‘communication and procedural aspects of client care’. 12

The consequences of a meta-analysis study in Iran during a 23-year period between 1991 and 2015 showed that the prevalence of mental disorders among students in Iran using random models was 33%. Unfortunately, the prevalence rate showed an increasing rate over time while in other countries this rate was below 20%. 13 Previous studies conducted in United States, Iran, Singapour, India, and Malaysia showed that mental health issues are a growing concern among college student 14 , 15 and depression, alcohol use, stress, low sleep quality, excessive daytime sleepiness, and anxiety are major mental health problems among nursing students. 8 , 16 The results of another study which assessed the general health of nursing and other health related disciplines students indicated that mental disorders were observed 19.5%. 17 Findings of some studies showed that a very small percentage of nursing students had a good status of happiness as an indicator of the mental health. Happiness was claimed to be essential in developing nursing students as future nurses since happy nurses are more energetic, creative, successful, sociable, and more interested in caring. 18 , 19 In general, the results of most empirical research indicate that nursing students are at a relatively poor level of mental health which could have undesirable personal and professional consequences. 4 , 8 , 9 In fact, major changes in the social, family, and personal life of the nursing students and experience of traumatic events in various clinical setting can lead to some psychological problems. Considering the fact that young people and university students include more than one third of the whole population of Iran, it is important to be aware of their perceptions of the factors affecting mental health. Nursing educators are always concerned about the knowledge and skills of nursing students. One of the obstacles in this regard is mental health problems. Therefore, the researchers tried to get deeper understanding about the factors affecting nursing students’ mental health. Regarding the fact that mental health is formed in the socio-cultural context and due to low knowledge about the mental health of nursing students, the researchers decided to use nursing students’ own experiences to discover and deeply understand this phenomenon. Thus, they chose the qualitative content analysis method to perceive and clarify the factors influencing mental health from the perspectives of nursing students.

M ATERIAL AND M ETHODS

The present qualitative study using content analysis approach was conducted in Khoy, Iran during July-December 2018. In accordance with qualitative research, sampling was started with purposeful method and done with theoretical sampling with maximum variation. In the purposeful sampling, the researcher is looking for those who have a rich experience of the phenomena under the study and have the ability and desire to express it. 20

The participants in this study were 20 nursing students who were studying at Khoy Medical Science University, Iran. The inclusion criteria for the study were having at least one semester of university experience and willingness to express their own experiences. Exclusion criteria for the study were having a mental or physical illness during the previous year based on the participants’ own self report.

Data collection was done through in-depth semi-structured interviews. The time and place of the interviews were agreed upon by the parties and they were conducted in a private class at the university by the first author. In the first instance, the researcher initially referred to the participants and presented the purpose of the research and if they were willing to participate in the research, an interview was scheduled. The open questions were designed as an interview guide to provide an open and interpretative response and follow-up questions were asked after the interviewees’ responses. The general question in all interviews was: When do you feel you have mental health and when not? Which factors increase or decrease your mental health? As the interview went on, more detailed questions were asked about the influential factors (inhibitors or facilitators) expressed by the participants. The duration of interviews varied from 30-50 minutes. The guiding principle in the sampling of qualitative research is the saturation of the data to the extent that no new data is obtained. 20 In general, 20 interviews were conducted with 20 students to achieve theoretical saturation. No new data or concept was obtained after analyzing the last (18th) interviews. However, two more interviews were conducted to ensure data saturation. Data analysis process was carried out continuously and concurrently with data collection.

Interviews were analyzed using Graneheim and Lundman’s (2004) conventional content analysis guidelines. 21 (i) The recorded interviews were transcribed (ii) The researchers listened to the recordings and reviewed the transcripts several times to find the meaning units. (iii) The meaning units from the statements of the participants were extracted in the form of initial codes. (iv) Codes were categorized according to the conceptual similarities to be minimized. (v) This trend continued across all the analysis units until themes and subthemes emerged. Each interview was recorded and typed in MAXQDA software, version 10.

Guba and Lincoln’s criteria were used to assure the trustworthiness and rigor of the data. Credibility was achieved by reviewing the transcripts by participants themselves and using their complementary ideas as well as the prolonged engagement of the researchers with the data. For conformability, peer examination was done on the process of the work and research findings. For transferability, an extensive description of details regarding the methodology and context was included and sampling was done purposively. And finally for dependability, all accomplished activities were recorded precisely from the first step of the study. 22

This study was approved by the research ethic committee of Khoy Medical University (IR.KHOY.REC.1398.005). Written informed consent was signed by all participants. They were made aware of ethical, confidentiality (anonymity in publishing) and voluntary participation principles and recording of their interviews.

The participants in the study were in the age range of 20-24 years. They were 12 female and 8 male undergraduate nursing students from different semesters ( Table 1 ). The analysis of the findings from the interview resulted in the extraction of four themes. They were classified as: feeling of self-worth, religious beliefs, socio-economic factors, and behavioral factors. ( Table 2 ).

Demographic characteristics of the participants

Themes and sub-themes extracted from the interviews

Theme 1: Feeling of Self-Worth

Throughout the interviews, nursing students with various statements tried to express this important theme that their mental health is influenced by factors affecting their feeling of self- worth, and as long as students have a positive perception of themselves, their mental well-being will increase. The components of the feeling of self-worth in this study include: ‘confirmation’, ‘success’, ‘autonomy’, ‘self-acceptance’, and ‘hope’ that are discussed in detail below. In fact, students described in a variety of ways how to gain feeling of self-worth for mental health.

1.a. Confirmation

Participants believed that when they received positive feedback from others and were confirmed, they were both satisfied and mentally health.

“People around you have a lot of influence. For example, when your parents accept, care about, and listen to you well, you feel quite well off, but when they say come on, forget it, and she’s really young, you feel worthless and upset” .(p.4)

1.b. Success

Most participants say that they feel relaxed when they feel successful or have a successful experience of overcoming problems.

“I think mental health is a sense of success. When your work is done successfully, it has a good effect on your minds. Imagine you are in charge of a task and you are just cutting the mustard” .(p.18)

“When you fulfill your colleagues’ expectations and reach the required standard, you feel relaxed” .(p.10)

1.c. Autonomy

Participants said that they had psychologically good feelings when parents or relatives did not create a constraint for them, or when they felt independent and were able to manage their own affairs a and make decisions or once others respected their decisions, they were emotionally well-off. But when faced with resistance, they did not experience a good psychological feeling.

“I feel psychologically healthy when I am independent in my own work and decide for myself. We youth need to be free, we need to think independently” .(p.10)

“When my friends and acquaintance give me power and freedom and respect my decision, I feel psychologically healthy” .(p.5)

1.d. Self-acceptance

Participants thought someone as a healthy person if s/he values himself and accepts him/herself with all the weaknesses and abilities.

“To have mental health, first of all, one needs to accept herself/himself, I value my own self. I accept myself as I am” . (p.15)

Participants believed that having hope for the future was also the key to health. They expressed hope as a driving force behind the development of mental health.

“When you have the hope of life, you are healthy; that is, there is something that pushes you forward” .(p.8)

Theme 2: Religious Beliefs

Another extracted theme of the study was religious beliefs. This theme consisted of ‘participating in religious ceremonies’ and ‘reciting the holy Quran and other religious books’.

2. A. Participating in religious ceremonies

Students asserted that participating in religious ceremonies, praying and asking God to provide help to meet their needs, help them overcome the problems and make them feel calm and relaxed.

“When I attend religious ceremonies, I feel well at the time” . (p. 3)

2.b. Reciting the holy Quran and other religious books

Students stated that they were turning to religious books when they felt lonely, depressed and troubled, and thus became mentally relaxed.

“Whenever I feel depressed or bored, either physically or mentally, I prefer to recite the holy Quran or pray. It helps me feel calm” .(p.5)

“I don’t feel lonely by reciting the holy Quran and thinking about God” .(p.7)

Theme 3: Socio-Economic Factors

Socio-economic factors were one of the most important and influential experiences in the mental health. This theme consisted of ‘social support’ and ‘economical support’.

3. a. Social Support

Students expressed that when they had a sense of family support and had suitable social relationships, such as the ability to communicate with parents, family, friends or university teachers, they felt mentally relaxed, and vice versa. This information empowered them.

“When your family understands you, you feel happy, but sometimes they cause you feel disappointed and depressed. Sometimes, they don’t live up to your expectations” .(p.6)

“My parents always remind me to inform them if any problem occurs, and I always do it. When I keep them posted on how my works go on, I feel mentally relaxed” .(p.17)

“When I’m getting along with my friends well, I feel mentally relaxed but when it is hard to get along with them or dispute a problem with them, I feel bored and tired” .(p.5)

“When I don’t behave like my friends, they often reject me or taunt me. They are the reasons to drive me up the wall” .(p.15)

“When you are in an environment where you feel you have a supporter, for example, a professor who can help you solve your problems, you can tolerate everything and you feel mentally sound” .(p.10)

3. b. Economical support

Students expressed that having at least the financial resources and having fun with their friends made them feel happy and ultimately mentally healthy. But they did not feel happy when they themselves had to work to meet their own education costs and when there was no possibility of having fun because of financial problems.

“Nowadays, being well off can calm you down mentally. When you have some money to have fun with, then you’re happy” .(p.13)

“It makes you upset when the prospects for the job are unclear or when you’re not sure what the future holds” .(p.18)

“When you have to work hard to help fund your studies, when you cannot go out and have fun with your friends, when you cannot dip into your own pocket, it is then that you feel small and humiliated” .(p.20)

Theme 4: Behavioral Factors

This theme includes the following sub-themes of disengagement, exercise, and balanced use of social networks. During the interviews, students often pointed to the role of these factors in mental health. According to the expressed experiences, nursing students described some behavioral factors in maintaining mental health and reducing their stress. They struggled to gain psychological stability by refraining from encounter with problems, physical and sports activities, which were often irregular, and also having self-control over the use of cyberspace.

4.a. Disengagement

Most participants stated that they were not involved in problems to maintain mental peace. They used ineffective mechanisms to solve problems such as avoidance and escape from problems.

“There are so many problems to which I do not want to think about. I try to avoid problems myself” .(p.15)

4.b. Physical exercise

Participants expressed that by exercising; they reduced their mental conflicts and experienced a sense of mental relaxation.

“The days I exercise myself or go to the gym, I feel happier. It makes me get rid of some intrusive thoughts. It helps you forget your daily problems for a few hours” .(p.13)

4. c. Balanced use of social networks

Another factor that participants felt to be effective in the sense of mental health was the balanced use of social networks and believed that excessive use of it caused anger and nervousness.

“I have a roommate who is always head over heels for social media. When you talk to her, she starts shouting and fighting. It has made her very nervous” .(p.7)

D ISCUSSION

The results of this study showed that there are many factors influencing the students’ perceptions of mental health. Data analysis revealed four themes and twelve sub-themes. The four themes were classified as: Feeling of self-worth, religious beliefs, socio-economic factors, and behavioral factors.

The feeling of self-worth theme included the five sub-themes of ‘confirmation’, ‘success’, ‘autonomy’, ‘self-acceptance’, and ‘hope’. Participants believed that when they received positive feedback from others and were confirmed, or when they were trying to succeed, or when they felt more autonomous, highly self-confident, ‘self-acceptance’, and hopeful, they found a positive perception of themselves, and this contributed to their mental well-being. Findings of some studies showed that there was a significant reverse correlation between self-reported stress and self-acceptance. This finding emphasized the importance of creating a sense of positive self-perception and self-confidence among nursing students to improve their mental health. Indeed, self-confidence in nursing students was considered as a buffer and protective shield in the face of stress and prevented mental disorder. Thus, the nursing students who have a sense of self-esteem have a high ability to communicate and can play an effective role in the development of the profession, handle fatigue and pressure, and positively impact the interpersonal relationships, quality of care, and job satisfaction. 23 , 24

The participants in the present study considered autonomy as an effective factor in creating positive sense of self-worth and in achieving mental well-being. The findings of this study are in line with those of a research done in Iranian context in which the researchers studied the concept of health in adolescents’ point of views. They expressed that autonomy and sense of independence is another key factor affecting health. They also continued that preventing adolescents and young people’s access to independence and posing unfair and undeserved restrictions for them can lead to some unsatisfactory consequences such as depression, hiding, urging, recklessness and immorality (night party, runaway, cigarette smoking, and addiction) and double dealing. 25

Another key sub-theme of the study was ‘hope’. The findings of the present study showed that those nursing students who had hope for the future had a better psychological feeling. Findings of a study conducted in Turkey reveled that university students have some negative mental states such as hopelessness and suicidal behavior. Their findings suggest that there are significant correlations among life satisfaction, hope, and mental health. 26 In fact, having self acceptance and positive self-image can act as a social protection factor against stress and anxiety. Those who feel good about themselves and are more confident also have a good sense of life and can successfully face problems and are able to handle them easily. Hope also makes life meaningful. It prevents us from mental breakdown and protects us from harmful situations. 6 In sum, it is argued that self-acceptance has been inversely associated with depressive symptoms, anxious symptomatology, and disruptive behaviors.

Another important theme of the research was religious beliefs. Participants stated that they felt mentally healthy when they participated in religious ceremonies. We know different religions have different beliefs. Several studies have shown a reciprocal relationship between different religious beliefs and mental health. The findings of research in Hindu system of beliefs showed that there was a significant negative correlation between the components of religious commitment, beliefs, and emotions, and components of general health (physical complaints, anxiety, depression and social dysfunction). They also proved that religion had a protective and supportive role for teenagers. 27 Another study conducted in Iranian context revealed that religiosity attitude was considered as a main factor affecting self-esteem and psychological hardiness and could promote psychological well-being. 28 Hence, institutionalizing of this religious teaching, trust in God, by health service developers and planners seems to be necessary in confronting the disruptive factors in mental health.

Another theme was socio-economic factors Participants in the present study described their mental health with various statements. Receiving emotional and spiritual support from family, friends, and university professors and their proper relationships, their empathy and verbal attention helped the students’ mental health. Indeed social support gives students a perception of being loved, cared, respected, and belonging to communication network. The results of the present study are in line with those reported in other studies. 29 , 30 In the present study, poor economic conditions had negative effects on the students’ perception of mental health. Economic deprivation, lack of a bright futures, and unemployment were regarded as mental and annoying concern which was affecting the mental health of the majority of participants. Generally, poor mental health is related to poor economic conditions. WHO states that mental health is determined by socio-economic and environmental factors, and economic crisis is likely to negatively affect the mental health. 31 Another study also mentioned that economic crisis can be associated with a higher use of prescription medications and an increase in hospitalization for mental disorders. 32

The last theme extracted from the study was behavioral factors. Participants stated that they do some behaviors such as disengagement, physical exercise, and use of social networks to relive stress.

Disengagement from problems is an avoiding and ineffective strategy to deal with stress. Therefore, it is necessary to provide students with the necessary training on effective coping strategies. Some studies have reported adverse coping strategies such as drinking alcohol, smoking, and waterpipe. 33 , 34 Participants in this study did not state the use of these materials perhaps because of the embarrassment and unfavorable views toward those who consume these materials in Iranian Islamic culture. In a qualitative study conducted in Malaysia, students showed that they used effective adaptive strategies and did not use undesirable behaviors. 35

In this study, nursing students expressed exercise and physical activities as another type of solution or strategy to achieve mental health. Although these activities were carried out irregularly and restrictively, they were described as useful in reducing daily stress. The results of a study in this area showed that increased physical activity which has been associated with life satisfaction, happiness, and positive attitude toward life can lead to the promotion of physical and mental health. 36

The balanced use of social networks was another subtheme of the study. Students argued that the high use of cyberspace or social networks has harmful effects on the nerves .Internet addiction and its association with mental distress can impact their academic achievement and long term career goals among medical students. Internet addiction would also indirectly impact the community of health care professionals and the society. There was a significant relationship between the student internet addiction and anxiety symptoms. 37 The results of another study showed that severe prevalence of internet addiction among nursing students was associated with poor mental health and depression without any impact on academic performance. 38

The strength of this study is that it increases our knowledge of the factors affecting the mental health of nursing students as a qualitative study conducted for the first time in Iran. However, as it is common for all qualitative studies, the results of the study cannot be generalized to other contexts and disciplines. Future qualitative and interventional studies are also suggested to be carried out in other contexts and on the students of other disciplines.

C ONCLUSION

The results showed that mental health in nursing students is a multidimensional phenomenon and is influenced by various factors. The current results could help the nurse educators to intervene and provide suitable, effective, practical, and culture based mental health services and help the nursing students achieve mental stability. Promoting physical activities among nursing students, training problem-solving skills and activating the student counseling centers at universities are suggested. Nurse educators and clinical psychologist can provide opportunities for nursing students to express their own concerns and learn the strategies to cope with crises. Finally, deep religious and moral beliefs can be effective in providing mental health to students.

A CKNOWLEDGEMENT

First, the researchers express thanks to the University of Medical Sciences, Khoy, Iran, for its support in carrying out this study. (Grant no. 1018). Our special thanks go to the nursing students who were voluntarily interviewed. Without them, this study would not have been possible. Their honesty and commitment were essential in carrying out this study.

Conflict of Interest: None declared.

Top Nursing Research Topics for Students and Professionals

This article was written in collaboration with Christine T. and ChatGPT, our little helper developed by OpenAI.

Nursing research is an essential component of the nursing profession. Its primary purpose is to enhance patient outcomes, elevate the quality of care, and advance nursing as a whole. For nursing students and practitioners, selecting an appropriate research topic is crucial for academic and professional success. This article highlights some current and interesting topics in nursing research that students and professionals can explore.

Nursing Workforce

One of the major topics in nursing research is the challenges that nurses face in their workplace, and how to address them. This is particularly relevant in light of the current shortage of nurses and the healthcare industry’s growing demands.

List of Nursing Research Topics: Nursing Workforce

• The impact of nurse staffing levels on patient outcomes in acute care settings
• The effectiveness of nurse retention strategies on improving nurse job satisfaction
• The role of nursing leadership in creating a positive work environment
• The relationship between nurse staffing ratios and nurse burnout
• The impact of nurse-to-patient ratios on nursing care quality in long-term care settings
• The effectiveness of nurse residency programs in improving new nurse retention rates
• The impact of nursing unit culture on nurse job satisfaction and retention
• The impact of nurse-patient ratios on patient outcomes
• Strategies for retaining experienced nurses in the workforce
• Analyzing the role of advanced practice nurses in healthcare teams
• The challenges and benefits of international nursing recruitment
• Addressing generational differences in the nursing workforce
• The relationship between nurse work schedules and nurse burnout
• The impact of nurse staffing levels on medication errors in hospital settings
• The role of interprofessional collaboration in reducing nursing workload and improving patient outcomes
• The impact of nursing education level on nursing practice and patient outcomes
• The relationship between nurse staffing levels and patient falls in acute care settings
• The impact of nurse workload on patient satisfaction with nursing care
• The role of nursing leadership in promoting staff well-being and reducing burnout
• The relationship between nurse staffing levels and patient mortality rates in critical care settings
• The effectiveness of nurse-led care models in improving patient outcomes and reducing healthcare costs
• The impact of nurse staffing levels on patient readmission rates in acute care settings
• The role of nursing autonomy in improving nursing practice and patient outcomes
• The relationship between nurse job satisfaction and patient outcomes in long-term care settings
• The impact of nursing staff turnover on patient safety and quality of care
• Healthcare management: career paths and requirements
• The role of technology in improving nursing efficiency and reducing workload
• The relationship between nurse staffing levels and patient satisfaction with nursing care
• The impact of nurse staffing levels on nurse job stress and burnout in pediatric settings
• The effectiveness of nurse-led interventions in improving patient outcomes for chronic conditions
• The role of nursing leadership in promoting a culture of safety and reducing patient harm
• The relationship between nurse staffing levels and patient outcomes in psychiatric settings
• The impact of nurse staffing levels on nurse job satisfaction and burnout in emergency departments
• The effectiveness of nursing education programs in improving nurse practice and patient outcomes
• The role of nurse practitioners in improving access to healthcare in underserved communities
• The relationship between nurse staffing levels and patient outcomes in rehabilitation settings
• The impact of nurse staffing levels on nurse retention rates in rural healthcare facilities
• The effectiveness of nurse-led discharge planning in reducing hospital readmissions
• The role of nursing leadership in promoting interprofessional collaboration and teamwork
• The relationship between nurse staffing levels and patient outcomes in outpatient care settings
• The impact of nursing workloads on patient safety in intensive care units
• The role of nursing research in improving nursing practice and patient outcomes
• The relationship between nurse staffing levels and nurse job satisfaction in surgical settings
• The impact of nurse staffing levels on patient satisfaction with pain management in acute care settings
• The effectiveness of nursing education programs in improving nursing knowledge and skills
• The role of nursing advocacy in promoting patient-centered care and improving healthcare outcomes

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Patient Safety

Another crucial area of nursing research is patient safety. Studying ways to enhance patient safety, reduce adverse events, and improve the quality of care in hospitals and other healthcare settings can help prevent patient harm and improve patient outcomes.

List of Nursing Research Topics: Patient Safety

• Exploring the impact of workplace stress on nurses’ job satisfaction and performance
• Investigating the factors that influence nurse turnover and retention rates
• Assessing the role of nurse staffing levels in patient outcomes and quality of care
• Examining the relationship between nurse burnout and patient safety incidents
• Investigating the effectiveness of nursing leadership in creating a positive work environment
• The influence of nursing handovers on patient safety
• Strategies to reduce medication errors in hospital settings
• The role of electronic health records in enhancing patient safety
• Impact of nurse-to-patient ratios on patient safety outcomes
• Evaluating the effectiveness of patient safety training programs for nurses
• Exploring the experiences of nurses from diverse backgrounds in the workplace
• Assessing the impact of shift work on nurses’ physical and mental health
• Investigating the relationship between nurse-patient ratios and patient outcomes
• Examining the role of interprofessional collaboration in improving the nursing work environment
• Exploring the use of technology to improve nursing workflow and productivity
• Mitigating the economic and social costs of heart diseases among the aging population in the US
• Investigating the effectiveness of nursing mentorship programs in retaining new nurses
• Assessing the role of organizational culture in promoting nurse well-being and job satisfaction
• Examining the impact of nursing education on nursing workforce preparedness
• Exploring the factors that contribute to job satisfaction among nurses
• Combating health care-associated infections: a community-based approach
• Investigating the impact of nurse-led care on patient outcomes and satisfaction
• Assessing the effectiveness of nursing support programs for nurses with mental health issues
• Examining the role of nursing unions in advocating for the nursing workforce
• Exploring the experiences of male nurses in the nursing workforce
• Investigating the effectiveness of nurse-led clinics in reducing emergency department visits
• Assessing the impact of nursing teamwork on patient outcomes and quality of care
• Examining the role of nursing informatics in improving nursing workflow and patient care
• Exploring the impact of nursing shortages on patient outcomes and quality of care
• Investigating the effectiveness of nurse-led interventions for reducing hospital readmissions
• Assessing the impact of nursing certification on nursing workforce competence and confidence
• Examining the role of nursing education in promoting cultural competence in the nursing workforce
• Exploring the experiences of nurses working in rural healthcare settings
• Investigating the effectiveness of nursing delegation in improving patient outcomes and quality of care
• Assessing the impact of nursing shortages on nurse job satisfaction and burnout
• Examining the role of nursing research in informing nursing workforce policies and practices
• Exploring the impact of nurse-led quality improvement initiatives on patient outcomes and satisfaction
• Investigating the role of nursing leaders in promoting nursing workforce diversity and inclusion
• Assessing the impact of nursing autonomy on nurse job satisfaction and performance
• Examining the effectiveness of nursing residency programs in preparing new nurses for the workforce
• Exploring the experiences of nurses working in correctional healthcare settings
• Investigating the impact of nurse staffing levels on patient falls and injuries
• Assessing the role of nursing education in promoting evidence-based practice in the nursing workforce
• Examining the effectiveness of nursing preceptorship programs in improving nurse job satisfaction and retention
• Exploring the role of nursing education in preparing nurses for leadership roles in the nursing workforce
• Investigating the effectiveness of nursing empowerment interventions in improving nursing job satisfaction and performance
• Assessing the impact of nursing shortages on the quality of nursing care provided to older adults in long-term care facilities.

Chronic Illness Management

Managing chronic diseases, such as diabetes, cancer, and heart disease, is a significant challenge for healthcare providers. Exploring different strategies for chronic disease management can help improve patient outcomes and enhance the quality of care.

List of Nursing Research Topics: Chronic Illness Management

• The Role of Nurses in Managing Chronic Heart Disease
• Impact of Nurse-led Interventions in Managing Chronic Obstructive Pulmonary Disease (COPD)
• The Effectiveness of Self-management Education in Patients with Type 2 Diabetes
• Nursing Strategies for Chronic Pain Management
• Chronic Kidney Disease Management: A Nursing Perspective
• Palliative Care in Chronic Illness Management
• Community Nursing and Chronic Illness: A Study on Patient Outcomes
• The Role of Nurses in Managing Chronic Pediatric Asthma
• Telehealth and Chronic Disease Management: The Future of Nursing Practice?
• Evaluating the role of nursing in diabetes self-management
• Strategies for improving patient adherence to chronic illness treatment plans
• The impact of nurse-led interventions on chronic obstructive pulmonary disease (COPD) management
• Exploring the role of telehealth in chronic illness follow-up and monitoring
• The effectiveness of nurse-led educational programs for patients with cardiovascular diseases
• The Importance of Nurse-led Clinics in Chronic Illness Management
• The Role of Nursing in Depression Management among Chronically Ill Patients
• Empowering the vulnerable: enhancing health and social care for individuals with specific needs
• Advanced Practice Nurses and Chronic Illness Management: A Systematic Review
• The Impact of Holistic Nursing Care on Chronic Disease Management
• The Effect of Nurse-led Health Education on Compliance in Chronic Disease Patients
• The Role of Family Nurses in the Management of Chronic Illness in Home Settings
• Nursing and the Management of Chronic Illness in Geriatric Populations
• The Influence of Nursing Interventions on Quality of Life in Patients with Chronic Illness
• Challenges Faced by Nurses in Managing Chronic Illness in Low-resource Settings
• Cancer Pain: Assessment, Management, and Patient Empowerment
• Evaluating the Role of School Nurses in Managing Chronic Illnesses in Children
• Developing a Chronic Disease Management Model: The Crucial Role of Nursing
• Nursing Intervention in Lifestyle Modification for Chronic Illness Patients
• The Impact of Patient-Nurse Communication in Chronic Illness Management
• The Role of Nursing in Medication Management for Chronic Illness Patients
• The Effects of Nursing Care Coordination on Chronic Illness Outcomes
• Mental Health and Chronic Illness: The Importance of Psychiatric Nursing
• The Role of Nursing in the Self-Management of Chronic Illness: A Meta-Analysis
• Nursing Interventions for Chronic Illness Management in Rural Areas
• Nurses’ Role in Reducing Hospital Readmissions for Chronic Illness Patients
• Digital healthcare and organizational learning: enhancing patient care through technology and knowledge management
• The Impact of Nursing on Patient Empowerment in Chronic Illness Management
• Cultural Competence in Nursing and Its Effect on Chronic Disease Management
• The Role of Nursing Informatics in Chronic Illness Management
• Evaluating the Role of Community Health Nurses in Chronic Illness Prevention
• The Impact of Home Nursing on Chronic Illness Management in Aging Populations
• The ongoing risk of HIV/AIDS among men who have sex with men
• The Role of Oncology Nurses in the Management of Chronic Cancer Pain
• The Effects of Nursing-led Cognitive Behavioral Therapy in Chronic Illness Management
• The Impact of Advanced Nursing Practice on Health Outcomes in Chronic Disease Management
• The Use of Digital Health Technologies in Chronic Disease Management: A Nursing Perspective

Mental Health

Promoting mental health and well-being in vulnerable patient populations is another important area of nursing research. Nurses can investigate various interventions and programs that can help prevent mental health problems and improve patients’ overall well-being.

List of Nursing Research Topics: Mental Health

• The impact of COVID-19 on mental health in healthcare workers
• The effectiveness of telehealth for delivering mental health services
• The role of social support in promoting mental health and wellbeing
• Investigating the effectiveness of mindfulness-based interventions for mental health
• Examining the use of virtual reality in treating mental health disorders
• The impact of sleep on mental health outcomes
• The role of exercise in promoting mental health and wellbeing
• The effectiveness of psychotherapy in treating depression
• Exploring the relationship between mental health and chronic pain
• Investigating the impact of workplace stress on mental health in nurses
• The effectiveness of nurse-led interventions for patients with depression
• Exploring the impact of nurse-patient relationships on mental health outcomes
• Strategies for improving mental health literacy among nursing professionals
• Evaluating the role of nurses in suicide prevention and intervention
• The challenges and strategies in nursing care for patients with dual diagnoses (co-existing mental health and substance use disorders)
• Examining the use of music therapy for mental health promotion
• The effectiveness of cognitive-behavioral therapy for anxiety disorders
• The relationship between mental health and nutrition
• The impact of trauma on mental health outcomes
• Investigating the use of art therapy in promoting mental health and wellbeing
• The role of spirituality in mental health and coping
• The effectiveness of group therapy for mental health disorders
• The impact of stigma on mental health outcomes
• Examining the effectiveness of psychopharmacology in treating mental health disorders
• The role of family support in promoting mental health and wellbeing
• Investigating the relationship between mental health and substance abuse
• The effectiveness of animal-assisted therapy in promoting mental health and wellbeing
• The impact of social media on mental health outcomes
• Examining the use of humor in promoting mental health and wellbeing
• The effectiveness of cognitive training for improving mental health outcomes
• Investigating the impact of gender and cultural factors on mental health outcomes
• The role of occupational therapy in promoting mental health and wellbeing
• Examining the effectiveness of acceptance and commitment therapy for mental health disorders
• The relationship between mental health and physical activity
• Investigating the use of peer support for mental health promotion
• The effectiveness of mindfulness-based stress reduction for mental health
• The impact of technology on mental health outcomes
• The role of nutrition in treating mental health disorders
• Examining the use of hypnotherapy in promoting mental health and wellbeing
• The effectiveness of psychotherapy for PTSD
• Investigating the relationship between mental health and social determinants of health
• The impact of social isolation on mental health outcomes
• Examining the use of dance therapy in promoting mental health and wellbeing
• The effectiveness of cognitive processing therapy for mental health disorders
• The role of self-care in promoting mental health and wellbeing in nurses

Health Promotion

Research into health promotion strategies using technology, social media, and other digital tools is a rapidly growing area of nursing research. Such research can help identify innovative and effective ways to promote health and well-being in communities and patient populations.

List of Nursing Research Topics: Health Promotion

• The effectiveness of community-based interventions in promoting physical activity and healthy eating habits
• Investigating the impact of social media on health behavior and lifestyle changes
• The role of nursing in promoting healthy behaviors and preventing chronic diseases
• Identifying effective strategies for improving health literacy among underserved populations
• Exploring the use of wearable technology in promoting physical activity and healthy lifestyles
• Evaluating the effectiveness of nurse-led health promotion campaigns on community health outcomes
• The role of nurses in promoting vaccinations in various populations
• Strategies for nurses to address health literacy and its impact on patient outcomes
• The influence of cultural competence in health promotion and disease prevention
• Assessing the role of nurses in promoting physical activity and healthy lifestyles in at-risk populations
• Investigating the role of family support in promoting healthy behaviors among children and adolescents
• Examining the effectiveness of peer-led interventions in promoting healthy lifestyles
• Investigating the impact of workplace wellness programs on employee health and productivity
• The impact of milk consumption on children’s growth
• The role of nursing in promoting smoking cessation and reducing tobacco use
• Exploring the use of motivational interviewing in promoting behavior change and improving health outcomes
• Investigating the effectiveness of mindfulness-based interventions in promoting mental and physical health
• The role of social support in promoting healthy behaviors and preventing chronic diseases
• Examining the effectiveness of school-based interventions in promoting healthy behaviors among children and adolescents
• Exploring the use of technology in promoting health education and behavior change
• Investigating the role of culture and ethnicity in promoting healthy behaviors and preventing chronic diseases
• Nursing: a beautiful blend of art and science
• Examining the effectiveness of community health worker programs in promoting healthy lifestyles
• The role of nursing in promoting healthy aging and preventing age-related diseases
• Investigating the impact of environmental factors on health behavior and lifestyle changes
• Exploring the use of incentives in promoting behavior change and improving health outcomes
• Investigating the effectiveness of group-based interventions in promoting healthy lifestyles
• Examining the impact of policy interventions on health behavior and lifestyle changes
• The effects of sleep deprivation on students’ cognitive functions and emotional state
• The role of nursing in promoting healthy sleep habits and reducing sleep disorders
• Investigating the effectiveness of mobile health interventions in promoting behavior change and improving health outcomes
• Exploring the use of positive psychology interventions in promoting mental and physical health
• Investigating the role of healthcare providers in promoting healthy behaviors and preventing chronic diseases
• Examining the effectiveness of workplace policies in promoting healthy lifestyles
• The role of nursing in promoting healthy sexual behaviors and preventing sexually transmitted infections
• Investigating the impact of stress on health behavior and lifestyle changes
• Exploring the use of community-based participatory research in promoting healthy behaviors and preventing chronic diseases
• The delicate dance: balancing art and science in the nursing profession
• Investigating the role of nutrition in promoting healthy behaviors and preventing chronic diseases
• Examining the effectiveness of self-management interventions in promoting healthy lifestyles
• The role of nursing in promoting healthy pregnancy and preventing maternal and child health problems
• Investigating the impact of socioeconomic status on health behavior and lifestyle changes
• Exploring the use of health coaching in promoting behavior change and improving health outcomes
• Investigating the role of spirituality in promoting mental and physical health
• Examining the effectiveness of school-based policies in promoting healthy lifestyles
• The role of nursing in promoting healthy relationships and preventing intimate partner violence
• Investigating the impact of social determinants of health on health behavior and lifestyle changes
• Exploring the use of mobile applications in promoting healthy behaviors and preventing chronic diseases
• Investigating the role of health literacy in promoting healthy behaviors and preventing chronic diseases

Palliative Care

Improving the quality of life of seriously ill patients and their families during end-of-life care is another critical area of nursing research. Nurses can explore different interventions and support programs that can enhance the palliative care experience.

List of Nursing Research Topics: Palliative Care

• The effectiveness of palliative care on improving quality of life for cancer patients
• Understanding the needs and experiences of family caregivers in palliative care
• Palliative care and end-of-life decision-making: exploring patient and family preferences
• Optimizing the clarifying diagnosis of stomach cancer
• Improving access to palliative care for patients in rural areas
• The role of spirituality in palliative care for terminally ill patients
• Investigating the impact of music therapy on patients receiving palliative care
• Developing effective communication strategies for discussing end-of-life care with patients and families
• Exploring the experiences and needs of patients with non-cancer diagnoses in palliative care
• The impact of nurse-led interventions in improving the quality of life for patients in palliative care
• Evaluating the training needs of nurses in delivering end-of-life care
• The role of nursing in managing symptoms and side effects in palliative care patients
• Strategies for improving communication between nurses and families during end-of-life care
• Assessing the ethical considerations and challenges faced by nurses in palliative care settings
• Evaluating the effectiveness of home-based palliative care programs
• Palliative care for pediatric patients: understanding unique challenges and opportunities
• The impact of cultural and ethnic differences on palliative care provision
• Investigating the role of social support in palliative care for older adults
• The effectiveness of advance care planning in improving end-of-life care
• Understanding the experiences and needs of patients with neurological diseases in palliative care
• Exploring the impact of palliative care on reducing healthcare costs
• Investigating the role of complementary therapies in palliative care
• Improving symptom management in palliative care through medication optimization
• Palliative care and spiritual care: exploring the intersection of these two domains
• The impact of palliative care on reducing hospital readmissions
• Investigating the role of occupational therapy in palliative care
• Developing effective pain management strategies for patients receiving palliative care
• Understanding the experiences and needs of patients with heart failure in palliative care
• The role of pet therapy in improving quality of life for patients in palliative care
• Investigating the impact of palliative care on reducing caregiver burden
• Understanding the experiences and needs of patients with lung disease in palliative care
• Exploring the impact of palliative care on reducing healthcare utilization
• Investigating the role of nutrition in palliative care for patients with cancer
• Understanding the experiences and needs of patients with kidney disease in palliative care
• Improving palliative care for patients with dementia: exploring unique challenges and opportunities
• The role of art therapy in improving quality of life for patients in palliative care
• Investigating the impact of palliative care on reducing emergency department visits
• Developing effective communication strategies for discussing end-of-life care with patients with cognitive impairment
• Understanding the experiences and needs of patients with liver disease in palliative care
• Palliative care for patients with substance use disorders: unique challenges and opportunities
• Investigating the role of physiotherapy in palliative care
• The effectiveness of psychotherapy in improving mental health outcomes for patients in palliative care
• Understanding the experiences and needs of patients with multiple chronic conditions in palliative care
• Improving symptom management in palliative care through non-pharmacological interventions
• Investigating the impact of palliative care on reducing healthcare disparities
• Palliative care and medical aid in dying: exploring ethical and legal considerations

Healthcare Disparities

Studying the factors that contribute to healthcare disparities between different populations and identifying strategies to address these disparities is an important area of nursing research. Nurses can examine the role of social determinants of health in healthcare disparities and propose solutions to improve access and equity in healthcare.

List of Nursing Research Topics: Healthcare Disparities

• Examining the relationship between socioeconomic status and healthcare disparities
• Investigating the impact of implicit bias on healthcare disparities
• Analyzing the impact of racial and ethnic disparities on health outcomes
• Identifying disparities in access to preventative care among different populations
• Exploring the impact of language barriers on healthcare disparities
• Investigating the impact of discrimination on healthcare outcomes
• Identifying disparities in health insurance coverage and access to healthcare services
• Exploring the importance of national health insurance for socioeconomic growth
• Analyzing the impact of geographic location on healthcare disparities
• Evaluating the role of nursing in addressing healthcare disparities in underserved communities
• The impact of socioeconomic factors on patient outcomes and nursing interventions
• Strategies for nurses to promote health equity in diverse patient populations
• Assessing the influence of cultural competence on reducing healthcare disparities
• The role of nursing advocacy in shaping policies to reduce health inequities
• Examining disparities in mental health care access and utilization
• Investigating disparities in maternal and child health outcomes
• Exploring the relationship between healthcare disparities and chronic disease outcomes
• Identifying disparities in end-of-life care and hospice utilization
• Analyzing the impact of cultural differences on healthcare outcomes
• Investigating disparities in healthcare provider communication and patient engagement
• Examining the impact of healthcare policy on healthcare disparities
• Global health learning in nursing and health care disparities
• Identifying disparities in healthcare access and utilization among the LGBTQ+ community
• Exploring the impact of environmental factors on healthcare disparities
• Analyzing the impact of social determinants of health on healthcare disparities
• Investigating disparities in healthcare access and utilization among rural populations
• Examining disparities in healthcare access and utilization among urban populations
• Identifying disparities in healthcare access and utilization among immigrants and refugees
• Analyzing the impact of education level on healthcare disparities
• Investigating disparities in healthcare access and utilization among older adults
• Examining disparities in dental health access and utilization
• Identifying disparities in mental health treatment and access to services
• Analyzing the impact of stigma on healthcare outcomes for marginalized populations
• Investigating disparities in healthcare access and utilization among incarcerated populations
• Exploring disparities in healthcare access and utilization among individuals with disabilities
• Analyzing the impact of institutional racism on healthcare disparities
• Investigating disparities in healthcare access and utilization among low-income populations
• Examining disparities in cancer screening and early detection
• Identifying disparities in access to clinical trials and experimental treatments
• Analyzing the impact of the digital divide on healthcare disparities
• Investigating disparities in healthcare access and utilization among veterans
• Exploring the impact of healthcare worker bias on healthcare disparities
• Examining the relationship between healthcare disparities and infant mortality rates
• Identifying disparities in healthcare access and utilization among people with limited English proficiency
• Analyzing the impact of gender on healthcare disparities
• Investigating disparities in healthcare access and utilization among individuals experiencing homelessness
• Exploring the impact of COVID-19 on healthcare disparities among different populations

Patient-Centered Care

Enhancing patient-centered care, including patient feedback, patient-centered communication, and patient education, is another vital area of nursing research. Nurses can investigate the impact of patient-centered care on patient outcomes and identify ways to incorporate patient preferences and values in the care process.

List of Nursing Research Topics: Patient-Centered Care

• The importance of patient-centered care in improving health outcomes
• Exploring the effectiveness of patient-centered communication in clinical practice
• Assessing patient satisfaction with patient-centered care
• The impact of nursing staffing on patient-centered care
• The role of family and caregiver involvement in patient-centered care
• The use of technology to enhance patient-centered care
• Patient education and empowerment in promoting patient-centered care
• The role of nurses in facilitating shared decision-making in patient care
• Evaluating the impact of personalized care plans on patient outcomes and satisfaction
• Strategies for nurses to engage patients in their care across diverse cultural backgrounds
• The influence of effective communication strategies on the delivery of patient-centered care
• Assessing the barriers and facilitators to implementing patient-centered care in various healthcare settings
• The impact of culture on patient-centered care
• Measuring the quality of patient-centered care in healthcare settings
• The benefits of interdisciplinary collaboration in patient-centered care
• Understanding home dialysis: benefits, barriers, and impacts on elderly patients and the healthcare system
• Addressing language barriers in patient-centered care
• Exploring the challenges of implementing patient-centered care in healthcare organizations
• The role of patient-centered care in reducing healthcare costs
• The impact of patient-centered care on patient safety
• The importance of patient-centered care for vulnerable populations
• The role of leadership in promoting patient-centered care
• Evaluating the impact of patient-centered care on healthcare outcomes
• Examining the effectiveness of patient-centered care in chronic disease management
• The impact of patient-centered care on patient adherence to treatment
• The importance of patient-centered care in pediatric healthcare settings
• The use of patient feedback to improve patient-centered care
• Pediatric oncology: working towards better treatment through evidence-based research
• The role of patient-centered care in addressing health disparities
• Patient-centered care in end-of-life and palliative care settings
• The role of healthcare professionals in promoting patient-centered care
• The impact of patient-centered care on healthcare provider job satisfaction
• The importance of patient-centered care in emergency and critical care settings
• The use of simulation-based training to enhance patient-centered care
• The impact of patient-centered care on patient experience and engagement
• The role of healthcare policy in promoting patient-centered care
• Addressing the needs of patients with complex medical needs in patient-centered care
• The role of the nursing profession in promoting patient-centered care
• Patient-centered care in mental health and psychiatric settings
• The impact of patient-centered care on healthcare provider burnout
• The role of patient-centered care in promoting shared decision-making
• Examining the effectiveness of patient-centered care in rural healthcare settings
• The impact of patient-centered care on patient quality of life
• The use of patient-centered care in managing acute and chronic pain
• Addressing the needs of elderly patients in patient-centered care
• The impact of patient-centered care on healthcare system performance
• Promoting patient-centered care through the use of standardized patient education materials

Nursing Education

Exploring innovative approaches to nursing education and training, such as simulation-based learning and online learning, is a growing area of nursing research. Such research can help identify effective ways to prepare nursing students for their future roles in the healthcare system.

List of Nursing Research Topics: Nursing Education

• The impact of simulation-based training on nursing education outcomes
• The effectiveness of online learning in nursing education
• Innovative approaches to clinical teaching in nursing education
• The role of technology in nursing education
• Student perceptions of nursing education and their impact on learning outcomes
• The impact of cultural competence training on nursing students’ attitudes and behaviors
• The effectiveness of peer-led teaching in nursing education
• Best practices for incorporating interprofessional education into nursing curricula
• The role of reflective practice in nursing education
• The effectiveness of flipped classroom models in nursing education
• The impact of virtual reality and augmented reality tools in nursing education
• Evaluating the effectiveness of online vs. traditional classroom nursing education
• Strategies for enhancing interprofessional education in nursing curricula
• The role of continuous professional development in enhancing nursing competencies
• Assessing the influence of mentorship programs on nursing student success and retention
• Transforming advanced nursing practice: embracing IOM recommendations and higher education
• The impact of mentorship on nursing students’ learning and professional development
• The use of team-based learning in nursing education
• The effectiveness of hands-on skills training in nursing education
• Student perceptions of clinical experiences in nursing education
• The impact of service learning on nursing students’ attitudes and behaviors
• The role of cultural humility in nursing education
• The effectiveness of blended learning in nursing education
• Best practices for incorporating patient-centered care into nursing curricula
• The impact of standardized patient encounters on nursing education outcomes
• Importance and application of patient education technology in healthcare
• The use of case-based learning in nursing education
• The role of faculty development in improving nursing education outcomes
• The effectiveness of clinical reasoning strategies in nursing education
• The impact of nursing education on patient outcomes
• The role of simulation in teaching critical thinking in nursing education
• Best practices for incorporating evidence-based practice into nursing curricula
• The use of gamification in nursing education
• The effectiveness of problem-based learning in nursing education
• The impact of nursing education on student stress and burnout
• The role of intercultural competence in nursing education
• The effectiveness of collaborative learning in nursing education
• The impact of teaching communication skills in nursing education
• Best practices for incorporating patient safety into nursing curricula
• The role of interprofessional collaboration in nursing education
• The effectiveness of clinical coaching in nursing education
• The impact of teaching teamwork skills in nursing education
• The use of high-fidelity simulation in nursing education
• The role of experiential learning in nursing education
• Best practices for incorporating leadership development into nursing curricula
• The impact of nursing education on student retention and graduation rates
• The effectiveness of self-directed learning in nursing education

Healthcare Policy

Studying the impact of healthcare policy on the nursing profession and patient outcomes, including the role of nursing in healthcare reform efforts, is a crucial area of nursing research. Nurses can examine the policy’s effect on healthcare access, quality, and affordability and propose solutions to address policy gaps and challenges.

List of Nursing Research Topics: Healthcare Policy

• The impact of the affordable care act on the nursing profession
• Exploring healthcare informatics: evolution, challenges, and solutions
• The role of nursing in healthcare reform efforts
• The impact of medicare and Medicaid on nursing practice
• The impact of private insurance on nursing practice
• The impact of healthcare policies on nursing workforce development
• Combating workplace violence in nursing: the impact of policies, legislation, and organizational culture
• The role of nursing in healthcare policy decision-making
• The impact of healthcare policies on patient outcomes
• The role of nurses in implementing healthcare policies
• The implications of universal healthcare policies on nursing roles and responsibilities
• Evaluating the impact of health insurance reforms on nursing care delivery
• Strategies for nurses to influence healthcare policy decisions at the national and state levels
• The role of nursing in shaping policies related to patient rights and autonomy
• Assessing the influence of healthcare policy on nursing education and licensure requirements
• Evaluating the impact of nurse advocacy on shaping health policies at local and national levels
• Strategies for nurses to stay updated on changing healthcare policies and their implications
• The role of nursing in shaping policies related to electronic health records and patient privacy
• Assessing the implications of global health policies on nursing practices and education
• The influence of healthcare policies on the scope of practice for advanced practice nurses
• The impact of healthcare policies on nursing education and training
• The impact of healthcare policies on nurse staffing ratios
• The impact of healthcare policies on patient satisfaction
• Understanding the impact of the American Healthcare System Regulatory Acts
• The impact of healthcare policies on healthcare costs
• The impact of healthcare policies on healthcare disparities
• The role of nursing in advocating for healthcare policy changes
• The impact of healthcare policies on patient safety
• The impact of healthcare policies on nursing job satisfaction
• Understanding the US. Health Care Reform: necessity, challenges, and implementation
• The impact of healthcare policies on nursing burnout
• The impact of healthcare policies on nursing retention rates
• The impact of healthcare policies on nursing leadership
• The role of nursing in shaping healthcare policies
• The impact of healthcare policies on healthcare quality
• Workplace violence in healthcare: causes, regulations, and prevention strategies
• The impact of healthcare policies on nursing productivity
• The impact of healthcare policies on healthcare access
• The impact of healthcare policies on nursing workload
• The impact of healthcare policies on nursing autonomy
• The impact of healthcare policies on nursing scope of practice
• The impact of healthcare policies on nursing professional development
• The impact of healthcare policies on nursing research
• The role of nursing in developing healthcare policies
• Massachusetts Health Reform Act: striving for universal coverage and controlled costs
• The impact of healthcare policies on nursing career advancement
• The impact of healthcare policies on nursing licensure and certification
• The impact of healthcare policies on nursing accreditation
• The impact of healthcare policies on nursing ethics
• The impact of healthcare policies on nursing professionalism
• The role of nursing in healthcare policy implementation and evaluation
• The impact of healthcare policies on nursing informatics
• The impact of healthcare policies on nursing diversity and inclusion
• The impact of healthcare policies on nursing practice in rural areas
• The impact of healthcare policies on nursing practice in underserved communities
• The impact of healthcare policies on international nursing practice

The Importance of Research in Nursing

Research is the bedrock of nursing practice. It provides evidence-based knowledge that informs clinical decision-making, enhances patient outcomes, and advances the nursing profession. For nursing students, engaging in research activities offers several benefits:

• Enhanced Clinical Practice

Evidence-based research provides nurses with the latest knowledge and techniques to deliver optimal patient care. It bridges the gap between theoretical learning and practical application, ensuring that patients receive the most current and effective treatments.

• Professional Development

Engaging in research sharpens critical thinking and analytical skills. It fosters a culture of continuous learning, allowing nurses to stay updated with the ever-evolving medical field.

• Contribution to the Field

By conducting research, nurses contribute to the larger body of knowledge in healthcare. Their findings can lead to improvements in patient care, the development of new interventions, or changes in healthcare policies.

• Enhanced Patient Outcomes

Research equips nurses with the knowledge to educate patients, advocate for their needs, and make informed decisions. This ensures better health outcomes and improved patient satisfaction.

• Career Advancement

For those looking to advance in their careers, research can open doors to academic positions, leadership roles, or specialized fields within nursing.

Tips for Selecting a Suitable Research Topic

• Align with Interests

Choose a topic that genuinely interests you. This will keep you motivated throughout the research process.

• Relevance to Current Trends

Consider current trends and challenges in healthcare. Addressing contemporary issues can make your research more impactful.

• Feasibility

Ensure that you have access to the necessary resources and tools to conduct your research. This includes access to participants, equipment, and relevant literature.

It’s essential to choose a topic that’s neither too broad nor too narrow. A well-defined research question will guide your study and ensure it’s manageable.

• Seek Guidance

Don’t hesitate to seek advice from mentors, professors, or professionals in the field. Their insights can help refine your topic and provide valuable direction.

In conclusion, research is a vital component of the nursing profession, driving innovation and ensuring the best patient outcomes. For nursing students and professionals, engaging in research is not only a pathway to academic and career success but also a means to contribute meaningfully to the betterment of patient care.

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