Major Incidents, Pandemics and Mental Health The Psychosocial Aspects of Health Emergencies, Incidents, Disasters and Disease Outbreaks
Book contents
- Major Incidents, Pandemics and Mental Health
- Major Incidents, Pandemics and Mental Health
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Boxes
- Contributors
- Foreword by Dr Adrian James
- Foreword by Professor David Lockey
- Section 1 The Nature and Impacts of Twenty-First-Century Healthcare Emergencies
- Section 2 Clinical Aspects of Traumatic Injuries, Epidemics, and Pandemics
- Section 3 The Role of the Public in Emergencies: Survivors, Bystanders, and Volunteers
- Section 4 Responses to Meet the Mental Health Needs of People Affected by Emergencies, Major Incidents, and Pandemics
- Section 5 Sustaining and Caring for Staff During Emergencies
- Chapter 37 The Moral Architecture of Healthcare Systems and Other Organisations
- Chapter 38 What Ails Professional Responders, and the Implications for Training and Sustaining Healthcare Practitioners
- Chapter 39 Moral Distress and Moral Injury
- Chapter 40 Consequences for the Mental Health of Families of Responders to Pandemics, Major Incidents, and Emergencies
- Chapter 41 Lessons for Structure, Workforce Planning, and Responding to Emergencies from Nurses in the COVID-19 Pandemic
- Chapter 42 Intelligent Kindness Under Stress: Working with Intensive Care Unit (ICU) Staff During The Pandemic
- Chapter 43 The Role of Occupational Health Services and Responding to Staff Who Have Long COVID
- Chapter 44 A Framework for Designing, Developing, and Delivering Psychosocial and Mental Healthcare
- Chapter 45 Case Study 1: Caring for Teams – An Organisation-Wide Approach to Wellbeing, Psychosocial Care, and Mental Healthcare
- Chapter 46 Case Study 2: The Impacts of COVID-19 on Healthcare Staff – Lessons from a Selection of Interventions Put in Place During the Pandemic
- Chapter 47 Case Study 3: Lessons from Delivering Support for Staff Working at the Nightingale COVID-19 Hospital in London
- Chapter 48 Case Study 4: Delivering Peer Support
- Section 6 Designing, Leading, and Managing Responses to Emergencies and Pandemics
- Section 7 Key Lessons for the Way Forward
- A Glossary of Selected Key Terms Used in This Book
- Index
- References
Chapter 41 - Lessons for Structure, Workforce Planning, and Responding to Emergencies from Nurses in the COVID-19 Pandemic
from Section 5 - Sustaining and Caring for Staff During Emergencies
Published online by Cambridge University Press: 11 January 2024
Book contents
- Major Incidents, Pandemics and Mental Health
- Major Incidents, Pandemics and Mental Health
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Boxes
- Contributors
- Foreword by Dr Adrian James
- Foreword by Professor David Lockey
- Section 1 The Nature and Impacts of Twenty-First-Century Healthcare Emergencies
- Section 2 Clinical Aspects of Traumatic Injuries, Epidemics, and Pandemics
- Section 3 The Role of the Public in Emergencies: Survivors, Bystanders, and Volunteers
- Section 4 Responses to Meet the Mental Health Needs of People Affected by Emergencies, Major Incidents, and Pandemics
- Section 5 Sustaining and Caring for Staff During Emergencies
- Chapter 37 The Moral Architecture of Healthcare Systems and Other Organisations
- Chapter 38 What Ails Professional Responders, and the Implications for Training and Sustaining Healthcare Practitioners
- Chapter 39 Moral Distress and Moral Injury
- Chapter 40 Consequences for the Mental Health of Families of Responders to Pandemics, Major Incidents, and Emergencies
- Chapter 41 Lessons for Structure, Workforce Planning, and Responding to Emergencies from Nurses in the COVID-19 Pandemic
- Chapter 42 Intelligent Kindness Under Stress: Working with Intensive Care Unit (ICU) Staff During The Pandemic
- Chapter 43 The Role of Occupational Health Services and Responding to Staff Who Have Long COVID
- Chapter 44 A Framework for Designing, Developing, and Delivering Psychosocial and Mental Healthcare
- Chapter 45 Case Study 1: Caring for Teams – An Organisation-Wide Approach to Wellbeing, Psychosocial Care, and Mental Healthcare
- Chapter 46 Case Study 2: The Impacts of COVID-19 on Healthcare Staff – Lessons from a Selection of Interventions Put in Place During the Pandemic
- Chapter 47 Case Study 3: Lessons from Delivering Support for Staff Working at the Nightingale COVID-19 Hospital in London
- Chapter 48 Case Study 4: Delivering Peer Support
- Section 6 Designing, Leading, and Managing Responses to Emergencies and Pandemics
- Section 7 Key Lessons for the Way Forward
- A Glossary of Selected Key Terms Used in This Book
- Index
- References
Summary
Since the World Health Organization (WHO) declared a pandemic on 11 March 2020, there has been much research examining the effects of working during COVID-19 on different sectors of the healthcare workforce. This chapter explores the detailed narratives of nurses’ experiences of COVID-19 in the ICON qualitative research. The participants were from a wide range of working environments and were asked about the possible impacts of working during the pandemic on their psychosocial and emotional wellbeing. It concludes that nurses provided the most care 24 hours a day/7 days a week for patients during the COVID-19 pandemic. The study showed that nurses continued to put patients’ needs first, often to the detriment of their own health. It outlines valuable lessons in the form of structural, organizational, and team learning to support psychosocial wellness in emergencies and disease outbreaks such as the COVID-19 pandemic.
Keywords
- Type
- Chapter
- Information
- Major Incidents, Pandemics and Mental HealthThe Psychosocial Aspects of Health Emergencies, Incidents, Disasters and Disease Outbreaks, pp. 301 - 313Publisher: Cambridge University PressPrint publication year: 2024
References
Conolly, A, Maben, J, Abrams, R, Rowland, E, Harris, R, Kelly, D, et al. ‘Fallen angels’: shifting discourses of nursing over the trajectory of the COVID-19 pandemic. Submitted to Human Relations.Google Scholar
Jones-Berry, S. COVID-19: Boris Johnson’s nurses say praise helps raise profession’s profile. Nursing Standard, 23 April 2020.Google Scholar
Nuffield Trust. What Kind of Staff Make Up the NHS Workforce. Nuffield Trust, 2021 (www.nuffieldtrust.org.uk/resource/the-nhs-workforce-in-numbers#1-what-kinds-of-staff-make-up-the-nhs-workforce).Google Scholar
IPSOS. Trust in Professions. IPSOS, 2021 (www.ipsos.com/sites/default/files/ct/news/documents/2021-12/trust-in-professions-veracity-index-2021-ipsos-mori_0.pdf).Google Scholar
Leary, A. Safety and service: reframing the purpose of nursing to decision-makers. J Clin Nurs 2017; 26: 3761–3.Google Scholar
Health Education England. Raising the Bar Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants. Health Education England, 2015.Google Scholar
Leary, A. The healthcare workforce should be shaped by outcomes, rather than outputs. BMJ Opinion 2019 (https://blogs.bmj.com/bmj/2019/05/31/alison-leary-the-healthcare-workforce-should-be-shaped-by-outcomes-rather-than-outputs/).Google Scholar
Maben, J. The art of caring: invisible and subordinated? A response to Juliet Corbin: ‘Is caring a lost art in nursing?’ Int J Nurs Stud 2008; 45: 335–8.Google Scholar
Buchan, J. Seccombe, I. Using scenarios to assess the future supply of NHS nursing staff in England. Hum Resour Health 2012; 10: 16.Google Scholar
Ham, C. UK Government’s autumn statement: no relief for NHS and social care in England. BMJ 2016; 355: i6382.Google Scholar
Beech, J, Bottery, S, Charlesworth, A, Evans, H, Gershlick, B, Hemmings, N, et al. Closing the Gap: Key Areas for Action on the Health and Care Workforce. Nuffield Trust, The Health Foundation, and the King’s Fund, 2019.Google Scholar
Mlambo, M, Silén, C, McGrath, C. Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC Nurs 2021; 20: 62.Google Scholar
Amnesty International. Exposed, Silenced, Attacked: Failures to Protect Health and Essential Workers during the Pandemic. Amnesty International, 2020 (www.amnesty.org/en/wp-content/uploads/2021/05/POL4025722020ENGLISH.pdf).Google Scholar
Leary, A. Why does healthcare reject the precautionary principle? BMJ Opinion 2021 (https://blogs.bmj.com/bmj/2021/03/12/alison-leary-why-does-healthcare-reject-the-precautionary-principle/).Google Scholar
Gould, D, Purssell, E. RCN Independent Review of Guidelines for the Prevention and Control of Covid-19 in Health Care Settings in the United Kingdom. Royal College of Nursing, 2021 (www.rcn.org.uk/professional-development/publications/rcn-independent-review-control-of-covid-19-in-health-care-settings-uk-pub-009-627).Google Scholar
Couper, K, Murrells, T, Sanders Anderson, J, Blake, H, Kelly, D, Kent, B, et al. The impact of COVID-19 on the wellbeing of the UK nursing and midwifery workforce during the first pandemic wave: a longitudinal survey study. Int J Nurs Stud 2022; 127: 104155.Google Scholar
Williams, R, Murray, E, Neal, A, Kemp, V. Top Ten Messages for Supporting Healthcare Staff during the COVID-19 Pandemic. Royal College of Psychiatrists, 2020 (https://tinyurl.com/wm7e3pn).Google Scholar
Ustun, G, COVID-19 pandemic and mental health of nurses: impact on international health security. In Contemporary Developments and Perspectives in International Health Security, 2021 (dx.doi.org/10.5772/intechopen.96084).Google Scholar
Taylor, C, Xyrichis, A, Leamy, MC, Reynolds, E. Maben, J. Can Schwartz Center Rounds support healthcare staff with emotional challenges at work, and how do they compare with other interventions aimed at providing similar support? A systematic review and scoping reviews. BMJ Open 2018; 8: e024254.CrossRefGoogle ScholarPubMed
Conolly, A, Abrams, R, Rowland, E, Harris, R, Kelly, D. Kent, B, et al. ‘What is the matter with me?’ or a ‘badge of honor’: nurses’ constructions of resilience during COVID-19. Glob Qual Nurs Res 2022; 9: 23333936221094862.Google Scholar
Maben, J, Bridges, J. COVID-19: supporting nurses’ psychological and mental health. J Clin Nurs 2020; 29: 2742–50.Google Scholar
Taylor, C, Mattick, K, Carrieri, D, Cox, A, Maben, J. ‘The WOW factors’: comparing workforce organisation and wellbeing for doctors, nurses, midwives and paramedics in England. Br Med Bull 2022; 141: 60–79.Google Scholar
Carrieri, D, Pearson, M, Mattick, K, Papoutsi, C, Briscoe, S, Wong, G, et al. Interventions to minimise doctors’ mental ill-health and its impacts on the workforce and patient care: the Care Under Pressure realist review. Health Serv Deliv Res 2020; 8: 19.CrossRefGoogle Scholar
Cheshire, A, Ridge, D, Hughes, J, Peters, D, Panagioti, M, Simon, C, et al. Influences on GP coping and resilience: a qualitative study in primary care. Br J Gen Pract 2017; 67: ve428–36.Google ScholarPubMed
Maben, J, Taylor, C, Dawson, J, Leamy, M, McCarthy, I, Reynolds, E, et al. A realist informed mixed-methods evaluation of Schwartz Center Rounds® in England. Health Serv Deliv Res 2018; 6: 37.Google Scholar
Montgomery, C, Humphreys, S, McCulloch, C, Doherty, A, Sturdy, S, Pattison, N. Critical care work during COVID-19: a qualitative study of staff experiences in the UK. BMJ Open 2021; 11: e048124.CrossRefGoogle ScholarPubMed
Greenberg, N, Weston, D, Hall, C, Caulfield, T, Williamson, C, Fong, K. Mental health of staff working in intensive care during COVID-19. Occup Med 2021; 71: 62–7.CrossRefGoogle ScholarPubMed
Kinman, G, Teoh, K, Harriss, A. The Mental Health and Wellbeing of Nurses and Midwives in the United Kingdom. Society of Occupational Medicine, 2020.Google Scholar
Kirk, K, Cohen, L, Edgley, A, Timmons, S. ‘I don’t have any emotions’: an ethnography of emotional labour and feeling rules in the emergency department. J Adv Nurs 2021; 77: 1956–67.Google Scholar
Conolly, A, Maben, J, Abrams, R, Rowland, E, Harris, R, Kelly, D, et al. Researching distressing topics ethically: reflections on interviewing nurses during the COVID-19 pandemic. Int J Soc Res Methodol 2022.Google Scholar
Morley, G, Bradbury-Jones, C, Ives, J. ‘What is ‘moral distress’ in nursing? A feminist empirical bioethics study. Nurs Ethics 2020; 27: 1297–314.Google Scholar
Jones, A, Kelly, D. Deafening silence? Time to reconsider whether organisations are silent or deaf when things go wrong. BMJ Qual Saf 2014; 23: 709–13.Google Scholar
Rowland, E, Emotional geographies of care work in the NHS. PhD thesis, Department of Geography, Royal Holloway, University of London, 2014.Google Scholar
British Academy. The COVID Decade: Addressing the Long-Term Societal Impacts of COVID-19. British Academy, 2021.Google Scholar
Edmondson, A. Psychological safety and learning behavior in work teams. Adm Sci Q 1999; 44: 350–83.CrossRefGoogle Scholar