Mental Health Nursing Education Report

Running Head: MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
Name of the Student:
Name of the University:
Author Note:

1MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
Introduction:
For some instances, the distinction between decent nurses and great nurses is about not
only about their ability. It's in their desire to behave naturally, the method of learning behind the
abilities of the nurse, and the patience with which they also conduct rote activities with. Part of
being a better nurse is achieved by college education because their mental wellbeing has a huge
influence on their capacity to learn, behave, and empathize as well as critically analyze each
condition for their patients ' benefit. Mental wellbeing is important to the well-being of men,
families and nations. Public wellbeing is more about a shortage of psychiatric conditions. This
requires a condition of well-being whereby citizens understand their talents, are able to deal with
the usual pressures of life, function productively and contribute to the society. The nurses
become critical diagnosis and service services. Nurses are the main community of practitioners
in most countries and offer mental health support in both primary and specialized health
facilities. For several nations, however, nurses ' clinical education is insufficient, and their
position for delivering mental health services is underdeveloped. Nurses are the main community
of practitioners in most countries and offer mental health support in both primary and specialized
health facilities. Adequately qualified nurses could lead to mental wellbeing development, and
mental disease prevention and care. Public engagement in all areas of provision of mental health
care, including curriculum for mental health practitioners, is already a policy priority in
Australia. The paper deals with the impact of the pre-registration mental health education on
nursing practice and projects light on papers where it emphasizes on the fact how critical
analysis and good mental health helps the nurses in providing optimal care.

2MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
References:
Atherton, H. (2015). Problem-based learning in pre-registration mental health nursing: the
student experience. Mental Health Practice, 19(1).
Byrne, L., Platania-Phung, C., Happell, B., Harris, S., Hlth Nurs, M. M., & Bradshaw, J. (2014).
Changing nursing student attitudes to consumer participation in mental health services: a
survey study of traditional and lived experience-led education. Issues in Mental Health
Nursing, 35(9), 704-712.
Carver, N., Clibbens, N., Ashmore, R., & Sheldon, J. (2014). Mental health pre-registration
nursing students' experiences of group clinical supervision: A UK longitudinal qualitative
study. Nurse education in practice, 14(2), 123-129.
Edward, K. L., Warelow, P., Hemingway, S., Hercelinskyj, G., Welch, A., McAndrew, S., &
Stephenson, J. (2015). Motivations of nursing students regarding their educational
preparation for mental health nursing in Australia and the United Kingdom: a survey
evaluation. BMC nursing, 14(1), 29.
Felton, A., & Royal, J. (2015). Skills for nursing practice: Development of clinical skills in pre-
registration nurse education. Nurse education in practice, 15(1), 38-43.
Foster, K., McCloughen, A., Delgado, C., Kefalas, C., & Harkness, E. (2015). Emotional
intelligence education in pre-registration nursing programmes: An integrative
review. Nurse Education Today, 35(3), 510-517.
Happell, B. (2014). A Major Stream in Mental Health in Undergraduate Nursing Programmes:
Identifying the Benefits and Acknowledging the Innovation. Issues in mental health
nursing, 35(12), 964-971.

3MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
Happell, B. (2015). A better way to do this? Views of mental health nursing directors about
preparation for mental health nursing practice. Australian Health Review, 39(2), 211-216.
Happell, B. (2015). A better way to do this? Views of mental health nursing directors about
preparation for mental health nursing practice. Australian Health Review, 39(2), 211-216.
Happell, B., & McAllister, M. (2014). Perspectives of Australian nursing directors regarding
educational preparation for mental health nursing practice. Issues in mental health
nursing, 35(11), 891-897.
Happell, B., & McAllister, M. (2014). The views of heads of schools of nursing about mental
health nursing content in undergraduate programs. Issues in mental health nursing, 35(5),
330-336.
Happell, B., & McAllister, M. (2015). The challenges of undergraduate mental health nursing
education from the perspectives of heads of schools of nursing in Queensland,
Australia. Collegian, 22(3), 267-274.
Happell, B., Bennetts, W., Tohotoa, J., Wynaden, D., & Platania-Phung, C. (2019). Promoting
recovery-oriented mental health nursing practice through consumer participation in
mental health nursing education. Journal of Mental Health, 28(6), 633-639.
Happell, B., Wilson, R., & McNamara, P. (2015). Undergraduate mental health nursing
education in Australia: More than mental health first aid. Collegian, 22(4), 433-438.
Happell, B., Wynaden, D., Tohotoa, J., Platania-Phung, C., Byrne, L., Martin, G., & Harris, S.
(2015). Mental health lived experience academics in tertiary education: The views of
nurse academics. Nurse Education Today, 35(1), 113-117.

4MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
Hemingway, S. (2016). The future of mental health nursing education in the United Kingdom:
reflections on the Australian and New Zealand experience. Journal of psychiatric and
mental health nursing, 23(5), 331-337.
McInnes, S., Peters, K., Hardy, J., & Halcomb, E. (2015). Clinical placements in Australian
general practice:(Part 1) the experiences of pre-registration nursing students. Nurse
Education in Practice, 15(6), 437-442.
McKeown, M., & White, J. (2015). The future of mental health nursing: are we barking up the
wrong tree?. Journal of Psychiatric and Mental Health Nursing, 22(9), 724-730.
McKie, A., & Naysmith, S. (2014). Promoting critical perspectives in mental health nursing
education. Journal of psychiatric and mental health nursing, 21(2), 128-137.
Moxham, L. J., Fernandez, R., Kim, B., Lapkin, S., ten Ham-Baloyi, W., & Al Mutair, A.
(2018). Employment as a predictor of mental health, psychological distress, anxiety and
depression in Australian pre-registration nursing students. Journal of professional
nursing, 34(6), 502-506.
Patterson, C., Moxham, L., Brighton, R., Taylor, E., Sumskis, S., Perlman, D., ... & Hadfield, L.
(2016). Nursing students' reflections on the learning experience of a unique mental health
clinical placement. Nurse education today, 46, 94-98.
Patterson, C., Moxham, L., Taylor, E. K., Perlman, D., Brighton, R., Sumskis, S., ... & Lee ‐
Bates, B. (2017). Effect of immersive workplace experience on undergraduate nurses’
mental health clinical confidence. International journal of mental health nursing, 26(6),
620-628.

5MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
Perlman, D., Patterson, C., Moxham, L., Taylor, E., Brighton, R., Sumskis, S., & Heffernan, T.
(2017). Preparing nursing students for mental health care: The impact of a recovery-
oriented clinical placement. Issues in mental health nursing, 38(8), 663-668.
Upton, P., Scurlock-Evans, L., Williamson, K., Rouse, J., & Upton, D. (2015). The evidence-
based practice profiles of academic and clinical staff involved in pre-registration nursing
students' education: a cross sectional survey of US and UK staff. Nurse education
today, 35(1), 80-85.
Waugh, A., McNay, L., Dewar, B., & McCaig, M. (2014). Supporting the development of
interpersonal skills in nursing, in an undergraduate mental health curriculum: Reaching
the parts other strategies do not reach through action learning. Nurse education
today, 34(9), 1232-1237.

6MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
McKie, A., & Naysmith, S. (2014). Promoting critical perspectives in mental
health nursing education. Journal of psychiatric and mental health
nursing, 21(2), 128-137.
(McKie & Naysmith, 2014) discuss issues related to community mental health care, using
the framework of one clinical education class. The authors suggest that the professional training
of tertiary education mental health undergraduate students should tackle some of the disputed
scientific, intellectual, financial, and ethical aspects of contemporary mental health practice.
Both subjects are explored as part of a third-year mental wellbeing training program within the
Scottish Training Programme. The notion of student as' rational teacher' is established through
interlinking epistemology and ontology, involving the promotion of' independent thought.' It is
illustrated by interacting in overlapping viewpoints in the behavioral health disciplines and
humanities. Student nurse interaction narratives of chosen literary texts demonstrate the degree
to which issues of competence, self-awareness and personal growth are essential to the learning
experience of a patient as they advance through an academic course. The paper ends by
indicating that the consequences of these' important viewpoints' for curriculum design in nursing
education are large. Critical theoretical perspectives will empower nursing educators to question
consumerist practices in contemporary higher education by enabling them to be informed,
analytical and ethically sensitive to their students ' needs.

7MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
Perlman, D., Patterson, C., Moxham, L., Taylor, E., Brighton, R., Sumskis, S.,
& Heffernan, T. (2017). Preparing nursing students for mental health care:
The impact of a recovery-oriented clinical placement. Issues in mental health
nursing, 38(8), 663-668.
The paper by (Perlman et al, 2017) notes that the mental health services system has
increasingly centered on the idea of recovery-oriented therapy. Therapeutic internships are
necessary if students are to be taught recuperation-oriented information and skills. Furthermore,
not all clinical placements have been found to be helpful for prospective health practitioners. The
goal of this research was to explore what elements of practical learning were supported by
participating in a therapeutic placement for pre-registration nursing students, named
Rehabilitation Camp, focused on healing and relaxation. Qualitative evidence were obtained by
the pre-registration nurses through patient interviews and analytical papers. Observations out of
this study suggest that Recovery Camp strengthened the awareness of stigma between attendees,
improved their clinical expertise and relevant skills, and helped them gain insight into the
position a customer plays in their own rehabilitation journey. Internships that give pre-
registration nurses the ability to interact authentically with patients with a living mental disorder
background will aid in the successful growth of potential practitioners to serve their complex
needs.

8MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
Hemingway, S. (2016). The future of mental health nursing education in the
United Kingdom: reflections on the Australian and New Zealand
experience. Journal of psychiatric and mental health nursing, 23(5), 331-337.
(Hemingway, 2016) offers a discussion through this paper on how proposed changes to
the preparation of pre-registration nurses in the United Kingdom (UK) could have affected the
future of academic nursing staff. The author had set out all the proposed amendments during the
first instance, and supplied the fundamental rationale for those changes. He also discusses the
changes around the existing curricula as well as future results to British mental wellbeing
professional care. The debate section of the paper often discusses that there are experiences to be
learnt from countries such as Australia or New Zealand, where nursing education during the
1990s experienced significant improvements. The paper argues that somehow the continuing
usage of Enrolled Nurses in Australia appears to have been a breakthrough in providing a new
path to healthcare, and thereby complimenting a somewhat more varied workplace. Furthermore,
the process of declining rate of college enrollment certainly needs any attention. The journal
moreover indicates that one of the factors for higher education was to affirm nursing as a medical
career and create nurses who could objectively examine conditions and respond to a case as an
interdisciplinary team's competent leader.

9MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
Happell, B., Wilson, R., & McNamara, P. (2015). Undergraduate mental
health nursing education in Australia: More than mental health first
aid. Collegian, 22(4), 433-438.
(Happell, Wilson & McNamara, 2015) addresses the Behavioral Wellbeing First Aid
curriculum in their paper aimed at equipping individuals with the resources to assist anyone who
might face mental health emergencies or mental health challenges. Such curriculum has been
repeatedly shown to increase the awareness of mental health issues, their desire to support others,
the degree to which the views of course trainees regarding therapy match with those of mental
health professionals and their trust in their abilities to benefit others. This paper provides a
reflection on the future role of First Aid mental health preparation in the curriculum of
undergraduate mental health nurses. Three directories (CINAHL, Medline, and PsycINFO) were
scanned for literature on First Aid in Mental Health. While preparation in Mental Health First
Aid has many benefits, this first aid training standard of knowledge remains inadequate for
clinicians, from which people expect to obtain treatment. The paper suggests that First Aid
instruction in behavioral wellbeing will be made a pre-registration qualification for nursing
education. Moreover, registered nurses ought to make a larger commitment to meeting
Australians ' mental wellbeing concerns, and existing registered nurses will be accountable for
ensuring that they are willing to deliver adequate mental health services, while undergoing
preparation to rectify deficiencies in their expertise.

10MENTAL HEALTH NURSING EDUCATION ON NURSING PRACTICE
Felton, A., & Royal, J. (2015). Skills for nursing practice: Development of
clinical skills in pre-registration nurse education. Nurse education in
practice, 15(1), 38-43.
Over the last couple decades, dramatic developments have seen a increasing difficulty in
training freshly trained nurses who are scientifically skilled and comfortable in fulfilling the
demands of contemporary healthcare. (Felton & Royal, 2015) addresses in this article the
professional skills needed for pre-registration nursing curricula and how this has affected the
creation of the program at a UK higher education institution. This report focuses on the nursing
and medical care management implementation review, defining six key competency principles
important to nursing practice. It even further discusses the outcomes of a set of focus groups with
nursing professionals and administrators determining goals in the pre-registration program for
the clinical knowledge. This demonstrated a broad variety of qualifications that newly trained
clinicians’ need, which presents a obstacle for inclusion into nursing education. Whether this
issue was tackled is also explored by the introduction of these abilities concepts in a modern pre-
registration program.