Worldwide, recovery has become the dominant paradigm shaping psychiatric and mental health (PMH) policy. However, the biomedical model and clinical recovery have been prominent in acute care PMH settings, which has created challenges to the integration of recovery-oriented practice. Recovery education for PMH professionals has been the strongest factor in predicting improved knowledge and attitude regarding recovery. Across Canada, the educational preparation of Registered Nurses (RNs) has been through comprehensive (generalized) baccalaureate nursing programs. However, the PMH content in comprehensive baccalaureate nursing programs has varied. Using Sally Thorne’s interpretive description method, the purpose of this inquiry was to explore and interpret the experiences of novice PMH RNs in the provision of recovery-oriented care in acute care settings. Six novice PMH RNs who worked in acute care were recruited through purposive and snowball sampling. Data were collected through semi-structured interviews with participants and other collateral data sources. Overall, the participants voiced a general understanding of the topic of recovery, and they engaged in recovery-oriented practices in an adult acute care PMH setting. Nevertheless, they experienced challenges due to a dearth of workplace resources and educational preparedness. Novice PMH RNs reported that they want additional support to better service clients. The recovery education provided to undergraduate nursing students and novice PMH RNs should target their recovery knowledge gaps and bridge the theory-practice divide. Additionally, the support needs of novice PMH nurses must be addressed.
Keywords: registered nurse; psychiatric; mental health; recovery
