1. The American Psychiatric Nurses Association
The State of Psychiatric Mental Health Nursing in the Recovery to Practice Journey
Recovery to Practice
The American Psychiatric Nurses Association
April 7, 2011

2. Appreciative Inquiry
Thinking, seeing, acting for powerful, purposeful change in organizations
Assumption: What you want already exists
Define, Discover, Dream, Design, Deliver
Year 01: Define & Discover
Define: Need for transformation
Discover: Situational analysis
Year 02: Dream & Design

3. RTP Structure and Organization
RTP Project Staff
RTP Steering Committee
APNA Consumer Advisory Panel
APNA Chapters
Education & Administration Councils
RTP Undergraduate Educator Workgroup

4. Process of Discovery Facilitated Discussions Interviews
12 APNA Chapters
Consumer Advisory Panel
Clinical Psychopharmacology Institute
MH Field Advisory Committee - Office of Veteran Affairs, Office of Nursing Service
International Society of Psychiatric-Mental Health Nurses Annual Conference
APNA Annual Conference
Interviews
National Mental Health Leaders
State Mental Health Director
Peer Support Specialists Including Nurses
Nursing Administrators
Nursing Educators
National Behavioral Health Association Leader
Psychiatric Rehabilitation Leader
Recovery Champions

5. Process of Discovery Literature Review: Academia
Essentials of Undergraduate/Graduate Education (CCNE Accreditation Criteria)
Undergraduate/graduate curricula in selected schools
Undergraduate primary texts in psychiatric-mental health nursing
Resource Review: Nursing Science & Practice
Evidence-based literature
SAMHSA Recovery Resources
DSG Recovery Resources
Available recovery-related curricula, i.e., NASMHPD, HRSA, SAMHSA, AACN)
Recovery Webinar participation
Member Bridge Recovery Dialogue
APNA Annual Educational Needs Assessment
PMHN Meetings
APNA Annual Conference
APNA Clinical Psychopharmacology
ISPN Annual Conference

6. Strengths SAMHSA’s 10 Recovery Components
Evidence in nursing history, research, practice
Congruence with nursing philosophies
Cultural competency
HRSA –Cultural/Linguistic Competency Curriculum
AACN Tool Kits for Undergrad/Graduate Cultural Competence
Professional experts of practice
Nursing Standards of Practice
Participant consumers as full partners - involved at all levels
Strong self-care and nursing practice components
Strong psychoeducational background
Strong holistic background

7. Strengths
Recognition of the role of trauma (need for trauma-informed care)
Nursing actively seeking education for trauma -informed care
Empathy is a core value of nursing and a core nursing skill
Infusion of recovery practice throughout MH organizational systems
RN’s in system administrator positions
System commitment from administrators to pilot the RTP training curriculum

8. Challenges SAMHSA’s 10 Recovery Components
Need for more recovery knowledge
Implement and infuse recovery components into daily nursing practices
Increase partnership with consumers
Cultural competency
Increase use of person -centered language and practice
Increasing cultural competency
Increase involvement of various cultural & ethnic groups
Consumers as full partners - involved at all levels
Accessing consumer content experts
Securing funding support payment and travel
Increase consumer participation in education

9. Challenges
Recognition of the role of trauma (need for trauma-informed care)
Enhance PMH nurses knowledge of impact of trauma of lives of those with mental disorders
Support the development of skills to implement trauma-informed nursing practice
Increase awareness of the role of trauma for the MH service recipient and the nurse
Infusion of recovery practice throughout MH organizational systems
Increase funding
Increasing priorities by administrators for recovery-oriented practices
Poor communication among providers
Increase nurses ‘trust and comfort of partnerships with consumers
Across all areas
Limited number of content nurse experts

10. What Was Discovered Need for Integration of Education
Need for Recovery Champions
Need for Recovery Experts
Need for Consistency in Systems

11. Dream and Design Plan for Curriculum Development
Consumer involvement throughout
Recovery resources
Financial system incentives
Practical skills that work
Trauma informed care
Collaborative relationships
Cultural competence
Person-centered communication

12. Target Audience PMH RN’s practicing in an inpatient setting
Best positioned to support persons in their recovery journey
Positioned to model recovery practice for nursing students
Continuing education is a professional requirement for licensure and/or accreditation

13. Who Will We Involve Consumers/Peer Specialists Recovery Champions
PMH Nursing Leaders
PMH Nursing Educators
Online Educators
RTP Curriculum Partners

14. Long Term Impact
By the end of year 05 behavioral healthcare will be significantly improved as a result of psychiatric mental health nurses integrating recovery care into their practice.

15. Intermediate Outcomes
The revised (2012) Scope and Standards of Psychiatric Mental Health Nursing Practice reflects mental health recovery as fundamental to PMH nursing practice.
By the end of year 03 all PMH nurses have access to recovery resources
Upon completion of the pilot training, PMH nurses:
Begin to apply SAMHSA’s 10 mental health recovery principles to nursing practice.
Actively use recovery language
Begin to demonstrate shared decision making in partnership with mental health service recipients.
Begin to share with consumers community resources that facilitate recovery.

16. Dreaming Changing the Paradigm
Best practice is recovery practice
Trauma informed skills for safe and therapeutic environments
Person-centered/experiential language
Consumer partnerships
Culturally sensitive practice

17. Dreaming Big Changing the Paradigm
Recovery within:
Scope & Standards of PMH Nursing Practice
PMH Nursing Certification
Academic Accreditation Standards