Assignment: Applying Current Literature to Clinical Practice

Psychiatric mental health nursing practice is one of the newest disciplines to be licensed to provide psychotherapy As such, the majority of psychotherapy research is centered on other disciplines such as psychology, social work, marriage/family therapy, art therapy, psychiatry, and mental health counseling. This makes it essential for you to be able to translate current literature from other disciplines into your own clinical practice. For this Assignment, you practice this skill by examining literature on group work and group therapy and considering its applicability to your own clients.

To prepare:

Review this week’s Learning Resources and reflect on      the insights they provide on group work and group therapy.

Select one of the articles from the Learning Resources      to evaluate for this Assignment.

Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.

The Assignment: 

In a 7- to 10-slide PowerPoint presentation, address the following:

Provide an overview of the article you selected,      including answers to the following questions:

What type of group was discussed?

Who were the participants in the group? 

Why were they       selected?

What was the setting of the group?

How often did the group meet?

What was the duration of the group therapy?

What curative factors might be important for this       group and why?

What “exclusion criteria” did the authors mention?

Explain the findings/outcomes of the study in the      article. 

Include whether this will translate into practice with your own      client groups. 

If so, how? If not, why?

Explain whether the limitations of the study might impact      your ability to use the findings/outcomes presented in the article.

Note: The presentation should be 7–10 slides, not including the title and reference slides. Include presenter notes (no more than a half page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your presentation with evidence-based literature.

iPsychotherapy for the Advanced Practice Psychiatric Nurse



Kathleen Wheeler, PhD, PMHCNS-BC, PMHNP-BC, APRN, FAAN, is a professor and coordinator
of the Psychiatric Mental Health Nurse Practitioner Program at Fairfield University School of Nursing in
Fairfield, Connecticut. She has practiced as an advanced practice psychiatric nurse specializing in trauma for
the past 30 years. She is certified as a clinical specialist in adult psychiatric-mental health nursing and a
psychiatric-mental health nurse practitioner. She has additional certifications in psychoanalysis and
psychotherapy, hypnosis, and eye movement desensitization and reprocessing (EMDR). Dr. Wheeler served
as co-chair of the national panel that developed the 2003 Psychiatric-Mental Health Nurse Practitioner
(PMHNP) Competencies and is the president of the EMDR International Association. The first edition of
her book, Psychotherapy for the Advanced Practice Psychiatric Nurse, was awarded an AJN Book of the Year
Award and the American Psychiatric Nurses Association (APNA) Media Award. She has also received
awards from APNA for Excellence in Practice and Excellence in Education; is a distinguished alumna of
Cornell University–New York Hospital School of Nursing where she received her BSN; and is a Fellow in the
American Academy of Nursing. She received her MA and PhD in nursing from New York University.


iiiPsychotherapy for the Advanced Practice Psychiatric

A How-To Guide for Evidence-Based Practice

Second Edition



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Required Readings

Leszcz, M., & Kobos, J. C. (2008). Evidence-based group psychotherapy: Using AGPA’s practice guidelines to enhance clinical effectiveness. Journal of Clinical Psychology, 64(11), 1238-1260. doi:10.1002/jclp.20531

Marmarosh, C. L. (2014). Empirical research on attachment in group psychotherapy: Moving the field forward. Psychotherapy, 51(1), 88-92. doi:10.1037/a0032523

Microsoft. (2017). Basic tasks for creating a PowerPoint presentation. Retrieved from

Tasca, G. A. (2014). Attachment and group psychotherapy: Introduction to a special section. Psychotherapy, 51(1), 53-56. doi:10.1037/a0033015 

Tasca, G. A., Francis, K., & Balfour, L. (2014). Group psychotherapy levels of interventions: A clinical process commentary. Psychotherapy, 51(1), 25-29. doi:10.1037/a0032520 

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

· Chapter 11, “Group Therapy” (Review pp. 407–428.)

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

· Chapter 1, “The Therapeutic Factors” (pp. 1–18)

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

· Chapter 2, “Interpersonal Learning” (pp. 19–52)

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

· Chapter 3, “Group Cohesiveness” (pp. 53–76)

You will select one of the following articles on group therapy to evaluate for this week’s Assignment.

Bélanger, C., Laporte, L., Sabourin, S., & Wright, J. (2015). The effect of cognitive-behavioral group marital therapy on marital happiness and problem solving self-appraisal. American Journal of Family Therapy, 43(2), 103-118. doi:10.1080/01926187.2014.956614

Himelhoch, S., Medoff, D., & Oyeniyi, G. (2007). Efficacy of group psychotherapy to reduce depressive symptoms among HIV-infected individuals: A systematic review and meta-analysis. AIDS Patient Care & Stds, 21(10), 732-739. doi:10.1089/apc.2007.0012

Pessagno, R. A., & Hunker, D. (2013). Using short-term group psychotherapy as an evidence-based intervention for first-time mothers at risk for postpartum depression. Perspectives in Psychiatr

Rubric Detail

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Name: NRNP_6650_Week6_Assignment_Rubric

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Quality of Work Submitted:

The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.

Points Range: 27 (27%) – 30 (30%)

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.

Points Range: 24 (24%) – 26 (26%)

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.

Points Range: 21 (21%) – 23 (23%)

Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

Points Range: 0 (0%) – 20 (20%)

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

Quality of Work Submitted: The purpose of the paper is clear.

Points Range: 5 (5%) – 5 (5%)

A clear and comprehensive purpose statement is provided which delineates all required criteria.

Points Range: 4 (4%) – 4 (4%)

Purpose of the assignment is stated, yet is brief and not descriptive.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)

Purpose of the assignment is vague or off topic.

Points Range: 0 (0%) – 3 (3%)

No purpose statement was provided.

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.

Points Range: 9 (9%) – 10 (10%)

Demonstrates the ability to critically appraise and intellectually explore key concepts.

Points Range: 8 (8%) – 8 (8%)

Demonstrates a clear understanding of key concepts.

Points Range: 7 (7%) – 7 (7%)

Shows some degree of understanding of key concepts.

Points Range: 0 (0%) – 6 (6%)

Shows a lack of


Thematic analysis of the
effectiveness of an inpatient
mindfulness group for adults
with intellectual disabilities

Hatice Yildiran and Rachel R. Holt, Community Support Unit, Hertfordshire Partnership University,

NHS Foundation Trust, 14 Stratford Road, Watford, Hertfordshire, WD17 4DG, UK (E-mail:

[email protected])

Accessible summary • Mindfulness helps people focus instead of worrying about the past or future.
• We talked to six people who took part in a mindfulness group.
• They all had intellectual disabilities and were in hospital for mental health


• They told us the group helped, and we hope that mindfulness can help other
people too.

Summary The study focused on the effectiveness of group mindfulness for people with

intellectual disabilities in an assessment and treatment unit. Six participants with

mild or moderate intellectual disabilities were interviewed using semi-structured

interviews. The interviews focused on identifying the benefits and difficulties of

using mindfulness. The interviews were analysed using thematic analysis. Five

themes were identified which were categorised into interpersonal (‘helping people’)

and intrapersonal (‘focusing on one particular thing’; ‘improving skills’; get rid of all

nasty bad stuff you want to get rid of’) benefits. The theme ‘bit too late to teach old

dog new tricks’ captured the difficulties encountered. The themes highlighted that

people with intellectual disabilities were able to form an understanding of

mindfulness and were able to benefit from the intervention.

Keywords Group, inpatient, intellectual disabilities, mindfulness, thematic analysis


Over the years, Buddhist meditative practices have been

making their way into the clinical arena and being incor-

porated into traditional Western psychotherapies (Felder

et al. 2012). One such meditative practice is that of mind-

fulness, the art of being present in the moment and

accepting it without judgement (‘paying attention in a

particular way: on purpose, in the present moment, and non

judgmentally’ (Kabat-Zinn 1994, p.4). This requires two

components: firstly, the ability to pay attention to the

moment and secondly, to be curious, open and accepting of

your experience in the moment (Bishop et al. 2004).

There is an emerging evidence base for the effectiveness of

mindfulness in the treatment of various mental health

problems such as depression (Siegal et al. 2002) and anxiety

(Hofmann et al. 2010). It is also a National Institute for Health