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Tidal Model of Mental Health Nursing Cheat Sheet by

nursing     health     mental

Introd­uction to Tidal Model

A mental health recovery model used in interd­isc­ipl­inary mental health­care.
Main focus is helping indivi­duals, make their own discovery voyage.
It is considered as a mid-range theory of nursing.
A practice framework for exploring a patient's need for nursing and the provision of indivi­dually tailored care. At its core is philos­ophical metaphor from chaos theory, such that the unpred­ict­able, yet bounded, nature of human behavior & experience is compared to the dynamic flow & power of water & the tides of the sea. (Barker P, 2001)
Phil Barker & Poppy Buchan­an-­Barker of University of Newcastle, UK.

Descri­ption of the Model

The individual is repres­ented, by 3 personal domains: Self, World and Others.
Our mental well being depends on our individual life experi­ence, including our sense of self, percep­tions, thoughts and actions.

Assump­tions (6)

1. A belief in the virtue of curios­ity: the person is the world authority on their life and its problems. By expressing genuine curiosity, the profes­sional can learn of the ‘mystery’ of the person’s story.
2. Recogn­ition of the power of resour­cef­uln­ess, rather than focusing on problems, deficits or weaknesses
3. Respect for the person's wishes, rather than being patern­ali­stic.
4. Acceptance of the paradox of crisis as opport­uni­ty.
5. Acknow­ledging that all goals must belong to the person.
6. The virtue of pursuing elegan­ce­—s­earch for the simplest possible means.

The Ten Comman­dments

1. Value the voice – the person's story is paramount
2. Respect the language – allow people to use their own language
3. Develop genuine curios­ity – show interest in the person's story
4. Become the appren­tice – learn from the person you are helping
5. Reveal personal wisdom – people are experts in their own story
6. Be transp­arent – both the person and the helper, Profes­sionals are in a privileged position and should model confid­ence, by at all times being transp­arent and helping to ensure the person understand exactly what is being done
7. Use the available toolkit – the person's story contains valuable inform­ation as to what works and what doesn't
8. Craft the step beyond – the helper and the person work together to construct an apprec­iation of what needs to be done "­now­"
9. Give the gift of time – time is the midwife of change. The question that should be asked is, "How do we use this time?"
10. Know that change is constant – this is a common experience for all people

The Twenty Compet­encies

Comp­etency 1:** The practi­tioner demons­trates a capacity to listen actively to the person’s story.
Comp­etency 2: The practi­tioner shows commitment to helping the person record her/his story in her/his own words as an ongoing part of the process of care.
Comp­etency 3: The practi­tioner helps the person express her/hi­mself at all times in her/his own language.
Comp­etency 4: The practi­tioner helps the person express her/his unders­tanding of particular experi­ences through use of personal stories, anecdotes, similes or metaphors.
Comp­etency 5: The practi­tioner shows interest in the person’s story by asking for clarif­ication of particular points, and asking for further examples or details.
Comp­etency 6: The practi­tioner shows a willin­gness to help the person in unfolding the story at the person’s own rate.
Comp­etency 7: The practi­tioner develops a care plan based, wherever possible, on the expressed needs, wants or wishes of the person.
Comp­etency 8: The practi­tioner helps the person identify specific problems of living, and what might need to be done to address them.
Comp­etency 9: The practi­tioner helps the person develop awareness of what works for or against them, in relation to specific problems of living.
Comp­etency 10: The practi­tioner shows interest in identi­fying what the person thinks specific people can or might be able to do to help them further in dealing with specific problems of living.
Comp­etency 11: The practi­tioner helps the person identify what kind of change would represent a step in the direction of resolving or moving away from a specific problem of living.
Comp­etency 12: The practi­tioner helps the person identify what needs to happen in the immediate future, to help the person to begin to experience this ‘positive step’ in the direction of their desired goal.
Comp­etency 13: The practi­tioner helps the person develop their awareness that dedicated time is being given to addressing their specific needs.
Comp­etency 14: The practi­tioner acknow­ledges the value of the time the person gives to the process of assessment and care delivery.
Comp­etency 15: The practi­tioner helps the person identify and develop awareness of personal strengths and weakne­sses.
Comp­etency 16: The practi­tioner helps the person develop self-b­elief, therefore promoting their ability to help themse­lves.
Comp­etency 17: The practi­tioner helps the person develop awareness of the subtlest of changes – in thoughts, feelings or action.
Comp­etency 18: The practi­tioner helps the person develop awareness of how they, others or events have influenced these changes.
Comp­etency 19: The practi­tioner aims to ensure that the person is aware, at all times, of the purpose of all processes of care.
Comp­etency 20: The practi­tioner ensures that the person is provided with copies of all assessment and care planning documents for their own reference.

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