Housing is the most basic right for everyone and a significant factor in the lives of people with mental disorders. The purpose of this study is to explore the case management experiences of mental health professionals who provide housing services to people with mental disorders living independently. This study aims to contribute to the establishment of a housing support service system for people with mental disorders.

Three focus group interviews were conducted with 16 community mental health professionals in three groups. Qualitative descriptive methods and qualitative content analysis were used.

The data were analyzed in 3 domains (client, system, case manager), 5 categories (positive changes in the client, limits and crises of independent living, independent housing support system establishment, improving efficacy and capacity, new insight), and 10 subcategories.

According to the results, the most important aspect is to strengthen housing support, which forms the basis for the recovery of people with mental disorders, and establish a policy system to secure quantitative independent housing. To reliably provide support for residential services, it is essential to establish a system and present a case management model specialized in residential services. Further, practical measures are needed to secure the expertise of case managers and strengthen their capabilities. Above all, case managers should act as independent supporters who recognize the client’s responsibility and autonomy, without monitoring and controlling, not only in the process of recovery but also in crisis situations that people with mental disorders living in independent housing experience.

This study aimed to explore the experience of nurses who work in small-medium sized psychiatric hospitals.

This study used a qualitative descriptive design. Using content analysis, face to face interview data from 10 nurses working in two small-medium sized psychiatric hospitals were analyzed.

Data analysis has been extracted into five domains (i.e., stress, crisis response, resource, support, and communication) and 11 subcategories (i.e., anxiety and tension, exposure to violence, workload, endure by myself, working in pairs principle is not followed, the replacement of a nurse’s vacancy with an assistant, lack of resources in emergencies, lack of compensation, lack of education for empowerment, lack of post-traumatic support, and non-cooperation).

Current research regarding night shift at private mental hospitals is insufficient. Prioritizing more nursing staff is required to improve the working environment. Nurses experienced anxiety, tension, exposure to violence, and excessive workload during the night shift, and endured these crises alone. In addition, an increasing number of nursing staff urgently felt the need to work in pairs and demanded more auxiliary staff for emergencies. Nurses also wanted sufficient compensation, education for empowerment, and post-traumatic support. Ultimately, cooperation with other departments is essential.

The study purpose was to describe experience of violence and trauma, needs for support of community mental health professionals (CMHP).

This study had a qualitative descriptive design and qualitative content analysis was used. For data collection, focus group interviews were carried out with 18 CMHP in 3 groups.

Data analysis has been extracted in to 5 domains (safety, stress, coping, support, protection), 9 categories (primary trauma, secondary trauma, negative emotion, burnout, workload, ineffective response, trust and understanding, foundation for protection and empowerment) and 14 subcategories.

From the findings, we could know it more clearly that the community mental health field is relatively high in the risk of violence, suicide case and death of the subjects. However, the pre- post-response measures for the protection of CMHP who has been violently traumatized were very insufficient. Therefore, it is necessary to prepare psychological emotional support system along with preventive and post-response measures for safety at the individual and institutional level. At the same time, it is important to create a supportive environment at the peer and organizational level. As a results we proposed that rapid preparation of the materialization of emotional support system for CMHP, mandatory application of two-person-one intervention principle, preparation of guidelines for emergency response, improvement of physical environment for safety, improvement of understanding on mental health work of institutional officials and also supervision ability of mental health senior staffs, strengthening education and supervision system for enhancement CMHP’s capacity are necessary.

The purpose of this study is to evaluate the effects of the Motivational Interviewing (MI) based communication training for third-year nursing students.

This study use a quasi-experimental design with pre and post-test to evaluate a 4–hour MI based communication training. This training was offered to 35 third-year nursing students who were participating in elective psychiatric nursing clerkship course. Each student completed pre and post questionnaire which includes assessment of motivational interviewing skills as measured by Helpful Response Questionnaire (HRQ). Also confidence (5 items) in using MI based communication knowledge and core skills were included. Data were independently analyzed by two coders and blindly rated the pre and post HRQ self-reported responses. Data were analyzed using paired t-test, descriptive analysis.

Nursing students showed increasing use of reflection (4.10∼5.67, p<.001), decreasing use of closed-ended question (2.00∼0.73, p<.001), road blocks (2.94∼0.64, p<.001), and improve in depth of reflection (12.79∼20.86 p<.001). But they did not show significant changes in open-ended question (2.01∼2.33, p=.257). Confidence in the interview has increased overall, except for reflecting. The overall satisfaction with the training was quite high, and the most helpful training method was group and individual feedback.

This study provides evidences that 4 hour-training is effective in core skills such as reflection and depth of reflection, and also confidence in interviews. It is necessary to develop step-by-step training modules to enhance undergraduate communication skills. It is necessary to develop an effective training strategy focused on students’ confidence in open-ended questions and reflection.