Mental health nursing capability development: Perspectives of consumers and supporters

Mental health nursing requires a specialist range of capabilities and values. In Australian contexts, the preparation of nurses to work in mental health settings has attracted criticism from government reviews, academics, and graduate nurses. Insufficient mental health content and clinical placement...

Full description

Saved in:
Bibliographic Details
Published in:International journal of mental health nursing 2023-02, Vol.32 (1), p.172-185
Main Authors: Hurley, John, Foster, Kim, Campbell, Kat, Edan, Vrinda, Hazelton, Michael, Kennedy, Hamilton, Roper, Cath, Lakeman, Richard
Format: Article
Language:English
Subjects:
Academic staff
Australia
Caregivers
carers
Clinical nursing
Clinical placements
Clinical training
Consumers
Cross-Sectional Studies
cross‐sectional survey
Education, Nursing, Baccalaureate
Humans
Mental health
mental health capabilities
mental health nurse education
mental health nursing
Nurse led services
Nurses
Nursing
Polls & surveys
Prioritizing
Psychiatric nurses
Psychiatric Nursing - education
Psychiatric-mental health nursing
Self care
Skill development
Students, Nursing - psychology
Supporters
Teaching
Teams
Workforce
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Mental health nursing requires a specialist range of capabilities and values. In Australian contexts, the preparation of nurses to work in mental health settings has attracted criticism from government reviews, academics, and graduate nurses. Insufficient mental health content and clinical placement experience in undergraduate nursing courses have been central to this criticism. The study aim was to identify the areas and modalities of capability development of graduate mental health nurses, from the perspectives of end point users. In order to meet the aim, a four‐item cross‐sectional online survey with three additional and open‐ended questions was developed. The questions were co‐designed with consumer academics and reviewed by consumer and carer organizations. The survey was widely distributed across Australian consumer and carer organizations, with 95 useable responses. Findings indicated strong support for lived experience being integrated into teaching teams for nurses, as well as support for undergraduate direct entry for mental health nursing. Themed content from open‐ended responses reflected the survey outcomes as well as prioritizing skill development to support better therapeutic relating and nurse self‐care. Key findings included strong support for greater lived experience input into mental health nurse education, specialist undergraduate preparation and a focus on developing relational capabilities in the mental health nurse workforce.
ISSN:1445-8330
1447-0349
DOI:10.1111/inm.13074