Mental Health Nursing Education: Past, Present, and Future (original) (raw)
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The Australian Mental Health Nurse Education Taskforce conducted a national examination of mental health content of preregistration nursing curricula in order to develop a framework for including mental health in future curricula. This paper presents the qualitative findings from national consultations about the framework. Content analysis of data was undertaken, and the findings show four key themes. First, the mental health content of curricula should be increased; second, overall mental health nursing leadership should be strengthened; third, mental health consumer participation should be increased in all aspects of curricula; and finally, a repository should be established for mental health teaching resources.
Preparation of nursing students for practice in mental health settings in Australia has been criticized since comprehensive education replaced preregistration specialist education. Current and projected workforce shortages have given rise to considering the reintroduction of specialization at preregistration level as a potential solution. Support of heads of schools of nursing would be essential for such an initiative to be considered. A qualitative exploratory study was undertaken involving in-depth telephone interviews with heads of schools of nursing in Queensland. Participants generally favoured the concept of specialization in mental health nursing at undergraduate level. Data analysis revealed the following themes: meeting workforce needs, improving quality of care, employability of graduates, an attractive option for students, and what would have to go. Participants identified many benefits to mental health service delivery and consumer outcomes. How the initiative could be developed within an already overcrowded curriculum was identified as the major barrier. This level of support is encouraging if necessary changes to the educational preparation for mental health nursing practice are to be considered.
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Psychiatric nurses in the United States (US) stand at the edge of a changing mental health care landscape. Federal initiatives are moving into place; ones that aim to increase access to care, place a greater emphasis on prevention and wellness, and position recovery as the focus of mental health treatment. The Psychiatric Mental Health (PMH) specialty is at a pivotal moment of choice: it can organize around a future vision of PMH nursing or can silently acquiesce to a marginalized position. At this pivotal time, PMH nurses must build a greater presence in national workforce dialogue and convey the need for nursing in mental health care service delivery; a policy message build on the PMH nurses ability to provide access to safe and quality mental health care and substance use services. This paper discusses how to put these strategies into place via workforce development, strategic alliances, and critical conceptual shifts.
Learning psychiatric mental health nursing: One student's experience
2019
!g pJ:)'chiatric [iU[S!1Ig Few Registered NlJrsil]~student!; inl~'11d to work in the mental health arca. This d~'Scripti,'c n;s~';lrchcasls the story III' a sL"{;ond year baccalaureate student, who is interested in this spcci:,Jity ami using a Ijt~rature review of psy<.:hialric dinic,ll IC:lehin~A t.:(JII!;tmd.i\'i;.;t conceptual framework and quali!<ltivc metnOtJo]lIgy using a ea.~study 3j!jll'oach guides the investigation. Insights into cXJX:rienccs which one ::;Iudcnl round cng.'ging and diOleu!t as she developed skills in psychiatric nursin!; <Ire rcvc;tlt:d. Two thcml:O; in the student's stor]' arc identified and discIL<;"~CtI to describe signilicant features of the psychiatric clinic:I) Ic;Iming e:-;pericnce.
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