IN THIS ISSUE
Innovative approach
to Psychiatric Nursing
Notice of Election –
Board of Directors
AGM and awards luncheon
Managing neuropathic pain
Message from the Chair, CRPNBC Board of Directors
Nurturing the profession of
Psychiatric Nursing
refers to encouraging those who are
new as they go through the student
phase to novice phase of their role.
This concept requires commitment
his article focuses on two of our
from experienced psychiatric nurses
standards of practice and how
who are generally interested in
they relate to the education of
providing
the novice psychiatric
student psychiatric nurses and
nurses
with
information, advice and
nurturing our future in psychiatric
emotional
support
that will promote
nursing.
growth and professional competence
Standard 7 (Collaboration)
within the novice.
The Registered Psychiatric Nurse
It strikes me as ironic that while
functions effectively with other
psychiatric nurses are in a caring
members of the health care team.
profession some persistently treat
Criteria:
student psychiatric nurses as inferior
1. Functions competently as a member
or of no value. Some even feel they are
of an interdisciplinary team;
a burden. This can be attributed to
2. Identifies relationship of own role to
working in a stressful environment
the health care system;
where acuity is mounting and
3. Assumes required leadership roles.
continuous staff shortages abound. As
practical experience is limited due to
Standard 8 (Professional)
pressures of other placement requests
The Registered Psychiatric Nurse
and
other school requirements one or
demonstrates responsibility for
two days a week is all the student gets.
personal growth and contributes to
The negative welcome translates to an
the professional growth of others.
unsatisfying experience and can lead
Criteria:
to
a lack of enthusiasm for the
1. Participates in activities of the
profession.
Students may question
professional regulatory body;
their
chosen
career path and some
2. Participates in continuing
actually
drop
out due to the
professional education activities;
unwelcome
experience
in clinical
3. Promotes and participates in
agencies.
activities designed to improve
Students also need to be
psychiatric nursing practice and
accountable
and seek to be involved
care;
and
interested
in their clinical
4. Participates, promotes and utilizes
practicum.
Showing
initiative
research as an integral part of
enhances
a
student's
chance of a more
professional psychiatric nursing.
receptive
learning
experience.
It is
One of our competencies as profiled
important
for
psychiatric
nurses
to
by the Registered
value
their
Psychiatric Nurses
knowledge and
...Among interdisciplinary
of Canada looks at
endeavour
to pass
psychiatric nursing
teams are student psychiatric this knowledge
education. It
nurses – a valuable resource
onto new and
speaks to ongoing
inexperienced
to
the
team
and
the
future
of
education to
colleagues.
ensure our practice
our profession. The term
Experienced
is current. It also
“mentor”
refers
to
psychiatric nurses
speaks to
have already
encouraging those who are
“demonstrate[ing]
developed
knowledge and
new as they go through the
confidence in their
ability to facilitate
practice
and their
student
phase
to
novice
phase
professional growth
nursing
care
is
of their role.
of students and
more
focused
on
colleagues by
the
client
whereas
the
beginning
modeling professional conduct.”
student is still focused on their own
Among interdisciplinary teams are
learning
needs. Psychiatric nurses who
student psychiatric nurses – a valuable
take
some
pride in their profession
resource to the team and the future of
tend
to
actively
pass on knowledge to
our profession. The term “mentor”
T
.............................
Dorothy Jennings, RPN
“
”
2
CRPNBC COMMUNICATOR
SPRING 2009
inexperienced
...This concept requires
Bibliography:
Alberta Health and
student psychiatric
commitment from
Wellness, Registered
nurses. Students
experienced psychiatric
Psychiatric Nurses of
yearn to learn and are
Registered
eager for mentors to
nurses who are generally Canada,
Psychiatric Nurses:
pass on their
interested in providing the Competency Profile for
knowledge. The
the Profession in
novice psychiatric nurses
experienced nurse
Canada, 2001
may actually reap
with information, advice
Baldwin, S., and Birx,
some benefit in aiding
and emotional support
E., “Nurturing
the student to
that will promote growth Staff-Student
achieve confidence
Relationships” Journal
and much needed
and professional
of Nursing Education
skills. As the student
February 2002, 41(2)
competence within the
becomes more
College of Registered
confident they can
novice.
Psychiatric Nurses of
help the nurse with
BC Standards of
their workload and
Psychiatric Nurses in British Columbia 1995
help share the burden.
Davey, L., “Nurses eating nurses: The
The future of nursing education and
caring profession which fails to nurture its
the professional direction psychiatric
own!” Contemporary Nurse, October 2002:
nurses take will depend on the
13:2-3.
attitudes of the students, mentors,
Fawcett, D., “Mentoring - What It Is and
preceptors, facilitators and educators
How to Make It Work” AORNJ75 (May
that student psychiatric nurses
2002) 950-954
encounter on their practicum. Student
Higgins, A., McCarthy, M., “Psychiatric
psychiatric nurses have a lot to offer
nursing students’ experiences of having a
the nursing profession and may
mentor during their first practice
actually return a positive experience
placement: an Irish perspective” Nurse
to the preceptor nurse. Remember,
Education in Practice July 2005 (Vol. 5,
you were once a student.
Issue 4, Pages 218-224)
Many staff psychiatric nurses enjoy
Stone, S., “Nurturing our future leaders:
working with psychiatric nursing
the state-student nurses’ association
students, welcoming them to the unit,
connection.” The American Nurse,
showing them the ropes, and handing
March-April 2000: 32(2):30 Kansas City,
on their legacy of quality psychiatric
American Nurses Association
nursing care. However, some
psychiatric nurses are cold toward
Respectfully submitted
psychiatric nursing students and
Dorothy Jennings, RPN as written by
irritated by the additional demand of
Jacqollyne Keath
helping educate psychiatric nurses of
the future. Some may not see
mentoring of students as part of their
job. If you review standards 7 and 8
you will see it is part of your
professional responsibility to nurture
these new colleagues. Positive
relationships among psychiatric
nursing students, faculty and hospital
staff can enhance student learning in
the clinical setting.
If you haven’t already considered
having a student psychiatric nurse,
then consider it. The exchange can be
rewarding for both you and the
student and you will be meeting two of
your standards of practice when you
do so.
“
”
SPRING 2009
CRPNBC COMMUNICATOR
3
College of Registered Psychiatric Nurses of British Columbia
Board of Directors
COLLEGE OF REGISTERED PSYCHIATRIC NURSES OF BRITISH COLUMBIA
W
PUBLICATION INFORMATION
Paul Anderson
Anna Helewka
Dorothy Jennings
Judith Macrae
Lis Pedersen
Michele Robson
Rosanne Rothenberg
Ross Stewart
The Communicator is published quarterly
by the College of Registered Psychiatric
Nurses of British Columbia
Suite 307, 2502 St. Johns Street
Port Moody, BC V3H 2B4
Phone: 604.931.5200
Fax: 604.931.5277
Toll Free within BC: 1.800.565.2505
Email: [email protected]
Website: www.crpnbc.ca
Staff
Dr. Jacqollyne Keath
College of
Registered
Psychiatric Nurses
of British Columbia
Executive Director / Registrar
[email protected]
Linda Syssoloff, RPN
Deputy Registrar / Practice Consultant
[email protected]
Charmaine Murray
Administrative Assistant / Accounting
[email protected]
Terry Roach
Administrative Assistant / Receptionist
[email protected]
Mission
The mission of the College of Registered
Psychiatric Nurses of British Columbia is to serve
and protect the public. The CRPNBC is
responsible through self-regulation to assure a
safe, accountable and ethical level of psychiatric
nursing practice. It is accountable to the public
through government regulation.
Graphic Design / Art Direction by Paddy Tennant; [email protected]
Printed articles represent the views of the authors and do not necessarily reflect the College’s
opinions or policies. All members of the College of Registered Psychiatric Nurses are invited to
submit articles, news items, opinions and ideas to the College office. The College reserves the
right to select editorial material and edit content.
Logo
The logo is a graphic symbol to convey an
individual striving for his/her personal best, set
against a background of four squares. They
represent physical, psychological, social and
environmental needs, but are set out of
alignment to symbolize the dynamics of each
individual situation. We believe the theme
represents Registered Psychiatric Nurses helping
people achieve their personal best.
IN THIS ISSUE
Message from the Chair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
From the Executive Director / Registrar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
From the Deputy Registrar / Practice Consultant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Innovative Approach to Psychiatric Nursing Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
CRPNBC Award of Excellence in Psychiatric Nursing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Quality Assurance Committee Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Managing Neuropathic Pain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
RPN Nominations Invited – Board Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
AGM and Awards Luncheon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
4
CRPNBC COMMUNICATOR
SPRING 2009
Message from the Executive Director / Registrar
have chosen to focus on national
and international events for this
report to the members. Recently I
was at a briefing for the Agreement on
Internal Trade (Chapter 7 Labour
Mobility). Its sole intent with chapter 7
is for somewhat seamless mobility for
workers across the country that has
ALREADY EXISTING legislation to move
freely across the country. There are a
number of health professions that do
not have legislation throughout the
country. Registered Psychiatric Nurses
are among this group. So in a nutshell
the current legislation does not help
our cause for mobility past the
Manitoba borders. We continue to
work on this as a provincial body and
with RPNC. The Province of BC told
regulators that they will be compliant
with chapter 7 of this Act effective
April 1, 2009. Other provinces may not
be but BC will be the first on board.
Many regulators raised their concerns.
RPNs in the four Western provinces
have had the pleasure of a reciprocity
agreement since the mid 1970s. The
Yukon is working on establishing
regulation for RPNs and once it has
been achieved we will notify our
membership.
The CNA Leadership Conference in
Toronto was well attended. I met with
the President Kaaren Neufield and with
the new CEO Rachel Bard. Rachel has a
background working in mental health
and is very keen on strengthening ties
with RPNs and CNA. One of the gains at
this conference was looking at the
NurseOne.ca resources that are out
there for RNs, RPNs, and LPNs. Go to
www.nursone.ca for more information.
I
Mental Health Commission of
Canada – Toward Recovery and
Well-Being document is a draft
framework for developing a
comprehensive mental health strategy
for Canada. The eight goals it sets out
provide a vision for WHAT a
transformed mental health system
should look like. The draft document is
the basis for public discussion and
once it is finalized, it will be used in a
second phase of mental health strategy
development – which will produce a
detailed roadmap for HOW the eight
goals can be achieved. CRPNBC was
involved in the forum on February 26.
For further information on the Mental
Health Commission of Canada go to
www.mentalhealthcommission.ca –
there are many ways to make a
difference!
World Congress 2010 is in British
Columbia! Join us on March 18-20, 2010
at the Bayshore Inn near Stanley Park
for three days of networking and
information sharing about “Building
Global Connections in Psychiatric
Nursing.” The call for abstracts for
papers, posters, workshops, symposia
and/or panel presentations will be on
our website in late March.
Locally, our Bylaws, Scope of
Practice as well as Standards of
Practice and Code of Ethics are
currently under review. Once these are
finalized they will be available on the
website. For now the existing links on
our website are accurate for practice
of psychiatric nursing in Canada and
BC. Refer to links about RPNC position
statements on our website at
www.crpnbc.ca.
.............................
Dr. Jacqollyne Keath,
RPN, RN, CPMHN(C), MA, PhD
Sponsored by the College of Registered Psychiatric Nurses of BC
and the Union of Psychiatric Nurses
ANNUAL EDUCATION DAY
Friday May 29, 2009
8:00am - 3:30pm
Executive Plaza Hotel and Conference Centre
405 North Road, Coquitlam
$75.00 (Includes lunch & educational material)
For more information or online registration
go to www.crpnbc.ca or call 604-931-5200
SPRING 2009
CRPNBC COMMUNICATOR
5
From the Deputy Registrar / Practice Consultant
.............................
Linda Syssoloff, RPN
Criminal Records Review Act
[RSBC 1996] CHAPTER 86
Current to January 28, 2009
Part 4 – Registered Members
General duty of governing body
13 (1) A governing body must ensure
that every member of the
governing body who is
registered and every individual
who applies for registration
undergoes a criminal record
check in accordance with this
Part.
13 (2) The governing body must inform
individuals of the requirements
of this Act if those individuals
are registered members or are
applicants for registration as a
member of the governing body.
Applicants for registration
14 (1) Before an individual is registered
as a member of a governing
body, the individual must
provide a criminal record check
authorization to the governing
body.
14 (2) A governing body must not
register an applicant unless the
applicant has provided the
criminal record check
authorization in accordance
with subsection (1).
Existing registered members
15 (1) A registered member must
provide a criminal record check
authorization to his or her
governing body
(a) before the date prescribed
by regulation, and
(b) at least once every 5 years
after the date on which the
authorization is provided in
compliance with paragraph (a).
15 (2) If a registered member does not
provide the criminal record
check authorization as required
by subsection (1) or section 17,
(a) the registered member must
not work with children until the
registered member has provided
the criminal record check
authorization, and
(b) the governing body must
investigate or review the
registration of the registered
member and take appropriate
action under the Act that
governs the governing body.
15 (3) If a registered member carries
on his or her occupation as an
employee, the governing body
must take reasonable steps to
notify the registered member's
employer that it is taking action
under subsection (2) (b).
This year (2009) Members whose surname
starts with letter A through J and who were
last checked prior to 2005 will be required
to comply with the Act. You will receive
information through the mail in early June.
For further information about this please
refer to our website: www.crpnbc.ca
Registration (as of March 5, 2009) . . . . .
Membership statistics
Practicing Members . . . . . . . . . . . . . . . . . . . . 2236
Non-Practicing Members . . . . . . . . . . . . . . . . . 308
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2544
Exam stats (March 1, 2008- Feb 28, 2009)
Number of exam sittings. . . . . . . . . . . . . . . . . . . 44
Number of candidates. . . . . . . . . . . . . . . . . . . . 132
Number of candidates failed. . . . . . . . . . . . . . . . 10
Internationally Educated Psychiatric Nurses
United Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . 34
Germany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Nigeria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Ireland. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
South Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Registration Examination
dates – 2009
April 21 & 22
June 16 & 17
August 18 & 19
October 20 & 21
December 15 & 16
6
CRPNBC COMMUNICATOR
Complaints to the Inquiry Committee
(March 1, 2008- Feb 28, 2009)
Complaints received by the Inquiry Committee. . . 8
SPRING 2009
For complete descriptions of all our upcoming workshops visit our
website at: www.jackhirose.com
www.jackhirose.com
Relevant Training
for Psychiatric Nurses
Spring 2009
New Frontiers in Trauma Treatment
Neurodevelopmental Perspectives in Learning
with Dr. Bessel van der Kolk, M.D.
April 3 & 4, 2009 | Friday & Saturday | COQUITLAM,
British Columbia
Executive Plaza Hotel | 405 North Road
8:30 am - 4:00 pm
with Dr. Mel Levine, M.D.
April 15, 2009 | Wednesday | VICTORIA, British Columbia
Victoria Conference Centre | 720 Douglas Street
9:00 am - 3:30 pm
D
uring this past decade an enormous amount has been
learned about the differences between memories of everyday
experiences and those of overwhelming events. These
memories are different, depending on the age at which the trauma
occurs, and the social support of the victims.
Recent neuroimaging studies suggest where in the brain these
memories are stored and what the mechanisms might be of the
recovery of traumatic memories. While ordinary memory is an active
and constructive process, traumatic memories are stored in ways that
are different from the memories of every day experience, namely as
dissociated sensory and perceptual fragments of the experience.
Using both research studies and clinical examples, this lecture will
present basic data on the nature of traumatic memories and examine
the implications of this knowledge for clinical practice. It also reviews
appropriate standards for approaching traumatic memories in clinical
work.
This workshop will also explore the effects of trauma on cognitive,
psychological and interpersonal functioning and review the research
on the profound effects of trauma on cognition, affect regulation, and
on the development of “self” and interactions with others. Dr. van der
Kolk will discuss how trauma and disruptions in attachment bonds
affect the development of people’s identity and how this is expressed
socially as difficulties in affect modulation, destructive behavior
against self and others and in negotiating intimacy.
Discover our new on-line bookstore at:
www.jackhirose.com
We at Jack Hirose & Associates are pleased to partner with
Self-Connection Books in launching our new Mental Health and
Education on-line bookstore. Self Connection Books, has been
in business for the past 30 years and has gained a reputation for
providing a wide range of mental health and education resources,
along with excellent customer service. Any product ordered can
be shipped anywhere in Canada. The link will take you to our Self
Connection fulfillment centre.
D
r. Levine will present an optimistic and scientifically supported
approach to dealing with individual learning differences among
school age children from kindergarten through college. He will
provide an overview of eight key areas of brain function entitled “The
Neurodevelopmental Constructs.” These areas include controls of attention,
temporal-sequential ordering, spatial ordering, memory, language,
neuromotor function, social cognition and higher order cognition. Within
this framework, different children possess distinct profiles of the eight areas.
Included are: the rate of processing, the ability to handle large amounts
of information, the capacity to make good use of strategies to facilitate
function, the use of self-monitoring, the habit of thinking about thinking
while thinking, and the influences of specific kinds of subject matter on
the functions themselves. He will talk about the pivotal implications of this
model for pedology and for the future of education.
All the Rage: Helping Adolescent Girls in Crisis
with Dr. Martha Straus, Ph.D.
May 14 & 15, 2009 | Thursday & Friday | VANCOUVER, British Columbia
Norman Rothstein Theatre, Jewish Community Centre |
950 West 41st Avenue
9:00 am - 4:00 pm
M
any adolescent girls today are in a crisis of rage and despair. Some
try to disappear through starvation; others carve indecipherable
symbols onto their arms or run away from home; still others bully
and get bullied, hide weeping in their rooms, or attempt suicide. How
can mental health professionals become more effective with this volatile
population?
This highly practical workshop will explore 10 vital principles underlying
effective practice with adolescent girls. It will offer concrete strategies
and methods for helping girls in crisis and examine the limitations of old
standards of care, such as self-harm contracts and confidentiality rules.
You’ll learn what questions to ask and how to rally support for the girls from
their extended family and relationship networks. You’ll also find out about a
variety of practical strategies that work, including harm reduction, inviting
resistance, and developing a protective circle of adults. You’ll hear about
interventions specifically addressing some of the most vexing problems
encountered by all mental health professionals working with adolescent
girls, including self-harm and social aggression. By the end of this workshop,
you’ll know what it takes to stay connected to these struggling adolescents
as you help them become competent, inter-dependent young women.
Register and make payment on-line and save $10 per person
Innovative Approach to Psychiatric Nursing Practice
SYN 3200: Global Problems &
Health is a third year, Semester 6
course in the Bachelor of
Psychiatric Nursing (BPN) program
developed and offered at Kwantlen
Polytechnic University. This course
was first offered in 2006, in a
condensed format and as a guided
study for returning RPNs doing degree
completion in 2008. In the Winter
Semester 2009, this course is offered to
the first generic cohort of BPN
students. Since the initial offering,
many psychiatric nurses have shown
interest in this course. The purpose of
this paper is to provide a brief
overview of the importance of global
problems and health and discuss the
learning objectives and content of this
innovative psychiatric nursing course
that takes the learner beyond the
confines of traditional psychiatric
nursing.
Through a growing body of research
and knowledge, as reflected in the
term environmental psychiatry, it is
now coming to light that environment
and global activities have a more
profound impact on both physical and
mental health than originally assumed.
For example, the reports on alcohol
and fetal alcohol syndrome (Riley et.
al., 2006), EMS (eosinophilia-myalgia
syndrome) and L- tryptophan
produced using genetically altered
E.coli (Boyens, 1999), genetically
modified food and symptoms similar
to psychosis (Peterson, 2008 &
Moroney, 2007, read the debate on
Mogellons disease), pesticides used
on food crops and autism in children
(Goldman & Koduru, 2000), among
others, make us increasingly aware of
the important relationships between
environmental factors, global issues
and mental health of individuals,
families, groups, and communities.
It follows then, that it is essential to
incorporate such knowledge into
psychiatric nursing education and
practice to promote mental health and
illness/disease prevention in a holistic
approach to healthcare. For nurses
to apply this new knowledge in their
practice, this unique seven credit
course has been integrated as an
important element of the Bachelor of
Psychiatric Nursing degree program.
This course focuses on a variety of
P
............................
Dr. Gamini Randeni
8
CRPNBC COMMUNICATOR
concepts and theories of global issues
and health as well as challenges
related to crises and environmental
factors. The learning objectives and
content of this course take the learner
on a path of discovery resulting in the
ability to analyze the effects of air,
water, soil, noise, chemicals, radiation
and light pollution on health/mental
health of individuals, families, groups,
and communities. Further, the learner
has an opportunity to compare
epidemiological data related to
psychiatric/mental health priorities in
Canada and select other countries and
analyze epidemiological webs of
causation for endemic and epidemic
health/mental health challenges. The
in-depth assessments of individuals,
families, and groups experiencing
health challenges due to crises or
environmental factors help the learner
gain a good grasp of a client-centered,
holistic perspective of care.
The eco-feminist approach in
addressing environment-related health
concerns prompts the learner to move
beyond the confines of traditional
psychiatric nursing, in promoting
health and wellness empowering self,
individuals, families, groups, and
communities. This approach also
requires the application of leadership
and networking skills in facilitating
care. The learner has the opportunity
to recognize the many roles of the RPN
when working with communities
experiencing crises and/or
environmental health issues both
nationally and internationally while
integrating concepts of community
development and capacity building.
The course content and activities are
instrumental in helping the learner
achieve the desired objectives. It
provides the knowledge necessary to
transform nursing practice to include
the new realities and resultant health
challenges. To support the learner
while achieving the expected
transformation, the content is
organized in four categories namely;
the role of the psychiatric nurse,
concepts and theories, health, and
skills. For example, helping the learner
to recognize the role and functions of
the psychiatric nurse, the content
includes health teaching projects
(i.e. nationally and internationally),
SPRING 2009
counseling, management, leadership
(i.e. triage, delegation, and
team-building), policy analysis,
effective time planning, and
decision-making among others. These
roles and functions are strengthened
by theory and concepts of global
health issues past and present, crisis
theory, types of disasters, effects of
war on terrorism, gender issues,
eco-feminism, environmental
stewardship, grass-root activism,
epidemiological terms (i.e. host, agent,
clusters), epidemiological web of
causation, accessing health services,
environmental contaminants, local,
provincial and national standards for
contaminants, absorption and
pathophysiology of toxins,
relationship of environmental
contaminants, and health challenges
and workplace safety.
Threaded throughout the learning
activities are some meta-concepts. For
example, the meta-concept of health is
threaded through the concepts of
social determinants, gender issues in
victims of war, common work-related
psychiatric/mental health challenges,
allergies and skin, endemic and
epidemic health challenges (i.e. in
crises and disasters), stress-related
health challenges, environmentallyrelated or induced health challenges
(i.e. pulmonary diseases, intellectual
disability, cancer, sleep disturbances,
depression), multifactoral illnesses
(i.e. burnout, organic brain disorders),
psychoneuro endocrinological health
challenges and communicable
diseases.
The learner is expected to bring
certain nursing skills to this course
through their own practice or from
previous semesters. The skills
required to achieve the learning
objectives include the ability to assess
(psychiatric history assessment,
mental status, neurological
assessments, developmental levels,
and community health) and analyze
epidemiological data, intervene in
crisis (i.e. individuals, family, groups &
community), interpret lab values and
results, read toxicological reports,
sleep histories, give directives, be a
collaborative/facilitative leader,
delegate, recognize visual depictors of
health challenges in communities,
SPRING 2009
administer immunizations, conduct
culturally-informed interviews, manage
personnel in crises and disasters,
present case studies, be culturally
sensitive (i.e. multicultural
competency), analyze policies
addressing health concerns and
network with community agencies (i.e.
governmental and non-governmental
organizations). The interactive
classroom activities and projects help
the learner achieve a high degree of
confidence and competence
throughout the course and translate
this knowledge in a meaningful way to
enhance their mental health nursing
practice.
The learning throughout this course
develops in many different ways and
formats. In addition to interactive
classroom activities, the clinical
experience is gained through either
local, provincial, national, or
international clinical placements.
Some future placements for PSYN 3200
will occur most commonly in
partnerships with other universities
abroad. The learning objectives,
content and framework of this course
have been developed as part of the
non-traditional BPN curriculum with
the intent of helping the psychiatric
nurse meet the daunting mental health
challenges of the new millennium. The
traditional approach to mental health
nursing has recognized limitations
and, as a result, psychiatric nursing
has slowly, but steadily, been moving
from a medical model toward a
psychosocial model of care. Through
this non-traditional approach to the
education of psychiatric nurses, by
incorporating courses such as PSYN
3200 with concepts, theories, and
content that appeared foreign to
mental health a few decades ago, we
are able not only to strengthen this
move but also to help psychiatric
nurses transform their practice to
meet the changing and unpredictable
demands in the field of mental health
currently as well as in the future.
Bibiography available upon request
Dr. Gamini Randeni,
Kwantlen Polytechnic University,
Surrey, BC, Canada
CRPNBC COMMUNICATOR
9
Nominations Invited for
CRPNBC Award of Excellence
in Psychiatric Nursing
This award is granted annually to a maximum of six
Registered Psychiatric Nurses who have made outstanding
contributions to the profession of psychiatric nursing
and/or who have demonstrated excellence in
improving mental health services in British Columbia.
AWARD CRITERIA
Registered Psychiatric Nurses who
have made outstanding
contributions to the profession of
psychiatric nursing and/or who have
demonstrated excellence in
improving mental health services in
British Columbia in one or more of
the following ways:
• Frequently surpasses the
standards of practice for
Registered Psychiatric Nurses;
• Demonstrates expertise and
resourcefulness beyond the
expected level in psychiatric
nursing;
• Demonstrates leadership in
fostering the growth of the practice
of psychiatric nursing and for
development of the profession;
• Demonstrates an exemplary role
model and mentor to peers.
Selection Process
The selection of the award
recipients shall be made by a
committee appointed by the Board of
Directors. Nominations must be
received at the College office no later
than May 14, 2009.
Presentation
The Awards will be presented at
the Annual General Meeting, May 28,
2009 at the Executive Plaza Hotel and
Conference Centre, 405 North Road,
Coquitlam.
For further information visit the
website at www.crpnbc.ca
You live for the next challenge.
We prove ourselves every day.
Together, we create great workplaces.
New
Grads
Welcome
Fraser Health, a network of 12 hospitals and many community programs in Metro Vancouver and the Fraser
Valley, British Columbia, offers great workplaces, supportive teams, and exciting opportunities.
The time has never been better to join Fraser Health. As we continue to grow and expand Mental
Health & Addiction Services founded on the principle of ”Partnering in Recovery", and Residential
Services, we are looking for experts and leaders in the field who share our values and
commitment of respect, compassion, integrity and accountability.
Consider partnering with us to provide Mental Health & Addiction Services and Residential
Services that are…
Client-centered
Recovery-based
Collaborative
Evidence-based
Interdisciplinary
New graduates will be supported and mentored as they transition through to
experienced Registered Psychiatric Nurses.
Apply online at: www.fraserhealth.ca
Email: [email protected]
Toll-Free: 1.866.837.7099
10
CRPNBC COMMUNICATOR
SPRING 2009
Quality Assurance Committee Report
(February 2009)
he CRPNBC quality assurance
committee (QAC) continues to
meet on a monthly basis as we
move towards establishing a
continuing competency program. We
have conducted extensive research
into how other regulatory colleges
have implemented continuing
competency programs and are nearing
the completion of developing the
CRPNBC continuing competency
program. Registrants were sent a
Quality Assurance (QA) survey with
their 2009 registration packages. The
survey results have provided the QAC
with valuable insights related to
registrants’ view of QA and continuing
competency. In addition, the survey
stimulated interest in the QAC
committee, resulting in new members
joining the committee. We are pleased
to welcome John Collins, Christina
Krack, Andrea Langevin, Sandi Mitchell
and Gamini Randeni to the committee
and look forward to their practice
based perspectives to the QA
development process.
The survey answers show that when
asked to do so, the vast majority of
RPNs will be able to establish that they
are continuing to demonstrate their
competency.
What is also clear though is that
many RPNs find it easy to identify and
list a wide variety of continuing
competence activities. Where RPNs
struggle is in the second, and perhaps
most important piece of the review,
which is being able to comment on the
impact of those activities on our own
practice.
RPNs need to reflect on how a
particular activity has led to
professional improvement or
enhancement in order to meet that
second requirement for demonstrating
competence.
Below is a fictionalized example
illustrating the critical linkage between
identifying the activity or activities and
the self reflection component:
T
I make regular use of the CPS when I
am learning about a new drug and I
take the opportunity to attend any
seminars on new psychiatric
medications offered by
pharmaceutical companies. In
attending the presentations I receive
up to date information on the newer
SPRING 2009
medications being prescribed to our
clients. I also keep a record of the
seminars that I have attended. While
in the seminar I am less distracted by
workload and patient care issues and
can focus on the education
component. When I return to work
with clients I find the seminars really
help me to better observe the
therapeutic effects of the drugs and be
able to pay closer attention to the side
effects that the clients may be
experiencing. I’m also more confident
that I may be more aware of new
problems that may not have been
published in the current CPS yet I still
always need to be watchful and
remember to listen to the client and
maintain a client-centred focus for
improved care.
Remember that in a competency
review you will need to be able to
demonstrate not just what you have
done e.g. read literature, attend a
seminar etc., you will also have to say
how that has impacted your practice.
Keeping a paper folder or electronic
file of seminars attended and articles
read would also assist the above RPN.
The QAC has developed draft QA
Continuing Competency booklet,
sample learning plans and forms.
Members of the Workplace
Representative committee have been
asked to take these draft documents
and “pretend” to carry out a
continuing competency practice
review thereby acting as a quasi focus
group to provide us with input to the
documents and the QA process. In
doing this the QAC committee is
hoping to develop further insights into
what needs to be included in our QA
program.
QAC plans to have the finished QA
booklet and forms ready for the
CRPNBC Education Day on May 29. We
will have an interactive display that
will provide registrants with
information about the QA continuing
competency program. The plan is to
implement the first phase of the
continuing competency program in
2010. More information will be
provided on the CRPNBC web site and
at the Education Day.
............................
The CRPNBC
Quality Assurance
Committee
Anna Helewka and Grant Warrington
CRPNBC COMMUNICATOR
11
Managing Neuropathic Pain
Find this publication on the CADTH website at
http://www.cadth.ca/index.php/en/hta/reports
-publications/search/publication/870
europathic pain is caused by a
dysfunction of the nervous
system. It diminishes the quality
of life for those experiencing it and
places a burden on the health care
system. The primary goal of treatment
is not necessarily to eliminate pain, but
to make it more
bearable.
A class of
antidepressant drugs
that has been on the
market since the
1960s – tricyclic
antidepressants
(TCAs) – appears to
be the most effective and cost-effective
option for the first-line treatment of
neuropathic pain, according to a
health technology assessment report
by the Canadian Agency for Drugs and
Technologies in Health (CADTH).
The assessment, entitled
Anticonvulsants,
Serotonin-Norepinephrine Reuptake
Inhibitors, and Tricyclic
Antidepressants in Management of
Neuropathic Pain: A Meta-Analysis and
Economic Evaluation, was undertaken
to examine the recommended
treatment options to assess their
relative clinical- and cost-effectiveness.
The assessment found that TCAs,
anticonvulsants, and
serotonin-norepinephrine reuptake
inhibitors have similar efficacy but
N
............................
The Canadian Agency
for Drugs and
Technologies in Health
12
CRPNBC COMMUNICATOR
that starting treatment with TCAs is
associated with fewer health care
costs and improved health. This
analysis applies to decisions when all
three classes of drugs are equally
viable options for an individual patient.
These findings do not change even if
generic venlafaxine is used instead of
the more expensive
serotonin-norepinephrine reuptake
inhibitor duloxetine.
The assessment
found that not using
TCAs as first-line
treatment also
represents
considerable
additional
expenditure to public
drug plan budgets.
They caution, however, that more
evidence is needed to determine
conclusively which drug class is
superior.
The report is available on CADTH’s
website at www.cadth.ca or by
contacting Ann Vosilla, British
Columbia Liaison Officer at
[email protected] or 604-787-9945.
The Canadian Agency for Drugs and
Technologies in Health (CADTH) is a
national body that provides Canada’s
federal, provincial, and territorial health
care decision makers with credible,
impartial advice and evidence-based
information about the effectiveness and
efficiency of drugs and other health
technologies.
SPRING 2009
PSYCHIATRIC OUTPOST NURSES
Venture Healthcare is actively recruiting Registered Psychiatric Nurses
to provide relief nursing services in aboriginal communities
throughout Northern Canada. If you are motivated by personal
choice, flexibility, find making a difference personally rewarding, and
are actively seeking a new adventure in the healthcare industry…
WE WANT YOU TO JOIN OUR TEAM!
We offer:
• Competitive Compensation Packages, Referral Bonuses, Profit
Sharing and Rewards!
• Direct Deposit: Biweekly payment for Regular, OT, and Call-Back
hours
• 24/7 access to Travel Specialists and Management Support
• Unique travel and professional development opportunities as a
psychiatric outpost nurse.
Professional Qualifications:
• Current Registration with the College of Registered Psychiatric
Nurses of British Columbia or registration within Canada.
• A minimum of 1-2 years psychiatric nursing experience in a
hospital, community health, or rural setting.
• Specialized courses in specific areas of mental health such as
addiction, substance abuse, crisis intervention, suicide prevention,
domestic violence and child abuse.
IMMEDIATE assignments are available.
Begin your adventure! Please forward your resume to:
Venture Healthcare Inc.
2nd Floor, 1836 Ness Ave
Winnipeg MB R3J 0Y4
Ph: 1 800 358 8712 Fax: 204 885 9002
Apply at: [email protected]
Successful candidates will be contacted.
New State-of-the-Art Courses for Practising RPNs
Stay at work and update online!
Knowledge Transfer for RPNs:
Renew and consolidate your psychiatric nursing knowledge
• Therapeutic Relationships
• Legal-Ethical Considerations
• Mental Health Concepts
• Psychiatric Nursing Process/Case Studies
• Workplace Collaboration
Inter-Professional Courses:
• Cognitive-Behaviour Therapy (CBT)
• Emergency Mental Health
• Eating Disorders & Disordered Eating
Continuing Education
Health Sciences
Call 604-777-6527
1-866-930-5472
www.douglascollege.ca
SPRING 2009
CRPNBC COMMUNICATOR
13
RPN Nominations Invited –
Board Members
Nominations are invited for the position of Director, Board of Directors,
College of Registered Psychiatric Nurses of BC. In August 2009, the
terms for three board members will expire and an election will be held
to elect three Registered Psychiatric Nurses.
Please submit your nominations by May 29, 2009.
College of Registered Psychiatric Nurse of British Columbia
NOTICE OF ELECTION FOR BOARD OF DIRECTORS
Board Composition
The board consists of 6 elected members and 3 members appointed by the
Province of British Columbia
Notice of Election
The terms of 3 of the current board will expire August 31, 2009
Nomination Procedure
Any registrant may nominate a maximum of 2 registrants in good standing for
each vacant position by delivering such nomination to the Registrar, together
with a letter of consent from the person nominated, at least 90 days prior to the
term of office. A person nominated must declare in writing that he or she will
observe the provisions of the Act, the regulations and the bylaws and
procedures related to the election.
Election Procedure
The Registrar must prepare and deliver to each registrant an election ballot not
less than 60 days prior to the expiry of the term of office. Each registrant will be
entitled to one ballot and may vote in favour of one candidate for each vacant
position.
The Registrar must not count a ballot unless received by the Registrar at least
30 days prior to the expiry of the term of office and is contained in anenvelope
on which the registrant’s number appears. The person or persons receiving the
most votes on the return of the ballots is elected. In the case of a tie vote, the
Registrar must select the successful candidate by random draw. The Registrar
must supervise and administer all board elections. Where the number of
persons nominated is less than or equal to the number of positions at the close
of nominations, the nominees are elected by acclamation.
Terms of Office
The term of office for an elected board member is 2 years.
NOMINATION FORM
I,......................................................................................... RPN# .............................
nominate ............................................................................................. RPN for the
position of board member for the College of Registered Psychiatric Nurses of BC.
I,......................................................................................... RPN# .............................
accept the nomination for a two year term of office and agree to observe the
provisions of the Health Professions Act and the Bylaws and Rules of the College
related to the election and the conduct of the election.
Please attach a brief resume for each registrant nominated. This nomination form
must be returned to the College of Registered Psychiatric Nurses of BC by mail or
fax by May 29, 2009.
Please mail or fax the nomination to:
College of Registered Psychiatric Nurses of BC
Suite 307, 2502 St. Johns Street
Port Moody, BC V3H 2B4
FAX: 604-931-5277
14
CRPNBC COMMUNICATOR
SPRING 2009
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w w w. n o r t h e r n h ea l t h . c a
I nvitation
ANNUAL GENERAL MEETING AND AWARD LUNCHEON
I May 28, 2009 at 11:00 am
I Executive Plaza Hotel
I 405 North Road, Coquitlam
Please join us for the award luncheon and the annual general meeting
Contact Terry Roach before May 23 at [email protected] or
604-931-5200 to pre-register so we can order your lunch.
We look forward to seeing you there!
COLLEGE OF REGISTERED PSYCHIATRIC NURSES OF BRITISH COLUMBIA
W
College of Registered Psychiatric Nurses
of British Columbia
Suite 307, 2502 St. Johns Street
Port Moody, BC V3H 2B4
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