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The impact of ward climate on staff perceptions of barriers to research‐driven service changes on mental health wards: A cross‐sectional study

journal contribution
posted on 2023-07-26, 14:57 authored by Caroline Laker, Matteo Cella, Felicity Callard, Til Wykes
Introduction: To create successful change programmes for mental health wards, it is necessary to understand which aspects of ward climate prevent change. Question: Does ward climate influence mental health nurse's perceptions of barriers to change? Method: Random‐effects models were used to test whether the following ward climate variables influenced the outcome measure “staff perceptions of barriers to change” (VOCALISE) and its subscales (powerlessness/confidence/demotivation): (a) Perceptions of ward climate (VOTE: subscales included work intensity/job satisfaction/interaction anxiety). (b) Ward climate indicators (incidents/detention under the Mental Health Act (2007)/staffing/bed pressure). As known predictors of VOCALISE, burnout (Maslach Burnout Inventory) and occupational status were included in the models. Results: Perceptions of ward climate (VOTE), incidents, temporary staff, occupational status and burnout significantly and negatively affected perceptions of barriers to change (VOCALISE). Staff with low job satisfaction (VOTE) and high interaction anxiety (VOTE) also had low confidence (VOCALISE). Staff with low job satisfaction (VOTE) were also demotivated (VOCALISE). Discussion: Ward climate is an important predictor of how staff regard service changes in mental health wards. Implications for practice: Staff perceptions of ward climate and barriers to change should be assessed ahead of service changes to identify pressures that impede progress and lower morale.

History

Refereed

  • Yes

Volume

27

Issue number

3

Page range

281-295

Publication title

Journal of Psychiatric and Mental Health Nursing

ISSN

1365-2850

Publisher

Wiley

Language

  • other

Legacy posted date

2020-04-03

Legacy Faculty/School/Department

Faculty of Health, Education, Medicine & Social Care

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