This chapter focuses on the concept of a framing a psychodynamic space. People come to therapists in various states of mind. Some people have histories of neglect and may carry expectations of something similar happening to them in the clinic. Some may be looking for help with long-term difficulties. Others may be acutely distressed and not know why. How we as clinicians present ourselves and organise the caring environment is crucial for a space to be created – or framed – where something therapeutic can happen in relation to these initial anxieties. The boundaries of therapy are not created with an expectation that the patient will always hold them, but rather that if they are not set out it is impossible to explore what might be behind them being shifted. We examine various considerations that go into framing a psychodynamic space. We also discuss the realistic limits of what therapy can offer, and an impulse that may arise in the therapist to extend themselves beyond what is possible. Finally, we consider the important topic of boundary violations by the therapist.

This chapter explores a range of challenges for students as they learn to apply interpersonal skills within the mental health practicum placement and other non-mental health settings. Exploration of the student’s attitudes, expectations and positive engagement within practice begins the chapter. This is followed by discussion of power relations characterising the therapeutic relationship, including the development of emotional competence. The chapter outlines reflective practice as a critical thinking process and clinical supervision for the beginning mental health nursing student. It explores the importance of developing skills to work within a trauma-informed care and practice framework. How to go about developing objectives for practice, the process of self-assessment and personal problem solving are discussed. Reflection, self in-action and post-placement are explored as they relate to learning in mental health. Throughout this chapter, critical examination of the ethical and political influences on care will be highlighted. This chapter also considers non-traditional opportunities to learn, and the experience of transition programs into mental health nursing.

This chapter explores a range of challenges for students as they learn to apply interpersonal skills within the mental health practicum placement and other non-mental health settings. Exploration of the student’s attitudes, expectations and positive engagement within practice begins the chapter. This is followed by discussion of power relations characterising the therapeutic relationship, including the development of emotional competence. The chapter outlines reflective practice as a critical thinking process and clinical supervision for the beginning mental health nursing student. It explores the importance of developing skills to work within a trauma-informed care and practice framework. How to go about developing objectives for practice, the process of self-assessment and personal problem solving are discussed. Reflection, self in-action and post-placement are explored as they relate to learning in mental health. Throughout this chapter, critical examination of the ethical and political influences on care will be highlighted. This chapter also considers non-traditional opportunities to learn, and the experience of transition programs into mental health nursing.

All regulated health practitioners need to be aware of the standards imposed on them by their regulatory body in order for them to be able to practise and keep the public safe. In Australia, the standards for nurses and midwives have been developed by the Australian Health Practitioner Regulation Agency (AHPRA), which regulates the Australian workforce through the Nursing and Midwifery Board of Australia (NMBA).

This chapter helps you understand your obligations to obtain and maintain your nursing or midwifery registration, and your legal, regulatory and moral obligations both as a professional and as an individual. It differentiates the scope of practice for the registered nurse, enrolled nurse and midwife.

The first section discusses general legal and regulatory requirements for nurses. Next, we turn to the Professional Practice Framework that constitutes a key part of nurses’ legal and regulatory obligations. This framework forms the overarching statement of nursing’s values contained in a number of codes and standards. The next section covers professional boundaries before we make some brief remarks relating to scope of practice.

Ethics can be considered from a variety of theories or understandings. For the purposes of this chapter we will consider ethics from the viewpoint of the individual teacher, in addition to the professional expectations of teachers to behave in a right and proper manner that are externally imposed. This dual perspective will be used when considering actions and decision making undertaken with fellow teachers, school administration or leaders in a teacher’s school, and most importantly, when interacting with students entrusted into a teacher’s care or with their parents/caregivers.

Home-based care has had a long tradition in Australia and New Zealand with care being provided in people’s homes for over 100 years. Over time, there have been significant changes to the overall goals and how services are delivered. Home-based care now takes many forms including the acute care program, Hospital in the Home and a range of chronic disease programs. Other home-based care programs provide personal care to older people living in their own homes. Not only is home-based care diverse but the setting in which it is delivered can be equally varied. Regardless of the care required and the environment in which it is delivered, home-based care is based on a person-centred philosophy that has the potential to deliver individualised and responsive care. The role is not without its challenges. Nurses who undertake home visits go into uncontrolled and sometimes confronting environments that may be less than optimal for the delivery of health care. This chapter covers the history of home-based nursing, the changing contexts of home-based care, home visiting and multidisciplinary practice.

Home-based care has had a long tradition in Australia and New Zealand with care being provided in people’s homes for over 100 years. Over time, there have been significant changes to the overall goals and how services are delivered. Home-based care now takes many forms including the acute care program, Hospital in the Home and a range of chronic disease programs. Other home-based care programs provide personal care to older people living in their own homes. Not only is home-based care diverse but the setting in which it is delivered can be equally varied. Regardless of the care required and the environment in which it is delivered, home-based care is based on a person-centred philosophy that has the potential to deliver individualised and responsive care. The role is not without its challenges. Nurses who undertake home visits go into uncontrolled and sometimes confronting environments that may be less than optimal for the delivery of health care. This chapter covers the history of home-based nursing, the changing contexts of home-based care, home visiting and multidisciplinary practice.