A better way to do this? Views of mental health nursing directors about preparation for mental health nursing practice
Brenda HappellResearch Centre for Nursing and Midwifery Practice, University of Canberra, Faculty of Health and ACT Health, Woden, ACT 2606, Australia. Email: Brenda.Happell@canberra.edu.au
Australian Health Review 39(2) 211-216 https://doi.org/10.1071/AH14099
Submitted: 27 June 2014 Accepted: 20 October 2014 Published: 17 December 2014
Abstract
Objective Nursing directors in mental health services hold important leadership positions that include responsibility for the nursing workforce. The comprehensive or generalist approach to undergraduate nursing education consistently poses significant recruitment problems. Specialisation in mental health within Bachelor of Nursing programs has been suggested as a potential solution. This paper presents the views and opinions of mental health nursing directors regarding undergraduate specialisation.
Methods A qualitative exploratory study was undertaken. Thirteen nursing directors from Queensland Mental Health Services participated in an in-depth telephone interview. The data were analysed thematically.
Results Nursing directors were very supportive of specialisation in mental health at the undergraduate level. Thematic analysis revealed four main themes: perceived advantages of the specialist stream; knowledge and experience; increased recruitment; and commitment.
Conclusions Nursing directors are important stakeholders in educational preparation for practice in mental health settings. The research participants described many potential benefits to undergraduate specialisation. Their voice provides an important contribution to this issue.
What is known about the topic? The current model of nurse education in Australia aims to prepare graduates for practice in a broad range of healthcare settings with specialisation occurring at the postgraduate level. Mental health nursing is identified as one of the least popular career options for nursing graduates, and mental health services struggle to recruit sufficient graduates for their nursing workforce; this is attributed, at least in part, to the current model of education.
What does this paper add? This paper gives voice to the perspectives of nursing directors from the mental health service delivery sector about the educational preparation for nursing practice in mental health. Nursing directors support the introduction of specialist preparation in mental health nursing at the undergraduate level. A more skilled and committed workforce is seen as contributing to addressing current recruitment problems.
What are the implications for practitioners? The educational preparation for nursing graduates for mental health practice impacts significantly on nursing leaders, and their perspective is essential in addressing the debate. Mental health nursing directors need to be formally recognised as key stakeholders in the preparation of nursing graduates.
Additional keywords: education, recruitment, specialisation.
References
[1] National Health Workforce Taskforce. The health workforce in Australia and factors influencing current shortages. KPMG, 2009.[2] Australian Health Workforce Advisory Committee (AHWAC). Australian mental health nurse supply, recruitment and retention, AHWAC report 2003.2. Sydney: AHWAC; 2003.
[3] Mental Health Nurse Education Taskforce. Mental health in pre-registration nursing courses. Melbourne: Mental Health Nurse Education Taskforce; 2008.
[4] Stevens J, Browne G, Graham I. Career in mental health still an unlikely career choice for nursing graduates: a replicated longitudinal study. Int J Ment Health Nurs 2013; 22 213–20.
| Career in mental health still an unlikely career choice for nursing graduates: a replicated longitudinal study.Crossref | GoogleScholarGoogle Scholar | 22809315PubMed |
[5] Happell B. Moving in circles: a brief history of reports and inquiries relating to mental health content in undergraduate nursing curricula. Nurse Educ Today 2010; 30 643–8.
| Moving in circles: a brief history of reports and inquiries relating to mental health content in undergraduate nursing curricula.Crossref | GoogleScholarGoogle Scholar | 20138410PubMed |
[6] Roche M, Duffield C.. Issues and challenges in the mental health workforce development. Contemp Nurse: J Aust Nurs Prof 2007; 25 94–103.
| Issues and challenges in the mental health workforce development.Crossref | GoogleScholarGoogle Scholar |
[7] Happell B. The importance of clinical experience for mental health nursing. Part 1: undergraduate nursing students’ attitudes, preparedness and satisfaction. Int J Ment Health Nurs 2008; 17 326–32.
| The importance of clinical experience for mental health nursing. Part 1: undergraduate nursing students’ attitudes, preparedness and satisfaction.Crossref | GoogleScholarGoogle Scholar | 18789042PubMed |
[8] Happell B, Gaskin CJ. The attitudes of undergraduate nursing students towards mental health nursing: a systematic review. J Clin Nurs 2013; 22 148–58.
| The attitudes of undergraduate nursing students towards mental health nursing: a systematic review.Crossref | GoogleScholarGoogle Scholar | 23170825PubMed |
[9] Whitehead E, Mason T, Ellis J. The future of nursing: career choices in potential student nurses. Br J Nurs 2007; 16 491–6.
| The future of nursing: career choices in potential student nurses.Crossref | GoogleScholarGoogle Scholar | 17551435PubMed |
[10] Surgenor LJ, Dunn J, Horn J. Nursing student attitudes to psychiatric nursing and psychiatric disorders in New Zealand. Int J Ment Health Nurs 2005; 14 103–8.
| Nursing student attitudes to psychiatric nursing and psychiatric disorders in New Zealand.Crossref | GoogleScholarGoogle Scholar | 15896257PubMed |
[11] De Brennan S. Out by more than one degree: politics and organizational change within an Australian university. Educ Res Policy Pract 2006; 5 73–100.
| Out by more than one degree: politics and organizational change within an Australian university.Crossref | GoogleScholarGoogle Scholar |
[12] O’Brien L, Buxton M, Gillies D. Improving the undergraduate clinical placement experience in mental health nursing. Issues Ment Health Nurs 2008; 29 505–22.
| Improving the undergraduate clinical placement experience in mental health nursing.Crossref | GoogleScholarGoogle Scholar | 18437609PubMed |
[13] Henderson S, Happell B, Martin T. So what is so good about clinical experience? A mental health nursing perspective. Nurse Educ Pract 2007; 7 164–72.
| So what is so good about clinical experience? A mental health nursing perspective.Crossref | GoogleScholarGoogle Scholar | 17689440PubMed |
[14] Curtis J. Working together: a joint initiative between academics and clinicians to prepare undergraduate nursing students to work in mental health settings. Int J Ment Health Nurs 2007; 16 285–93.
| Working together: a joint initiative between academics and clinicians to prepare undergraduate nursing students to work in mental health settings.Crossref | GoogleScholarGoogle Scholar | 17635628PubMed |
[15] Henderson S, Happell B, Martin T. Impact of theory and clinical placement on undergraduate students’ mental health nursing knowledge, skills, and attitudes. Int J Ment Health Nurs 2007; 16 116–25.
| Impact of theory and clinical placement on undergraduate students’ mental health nursing knowledge, skills, and attitudes.Crossref | GoogleScholarGoogle Scholar | 17348962PubMed |
[16] Charleston R, Happell B. Psychiatric nurses and undergraduate nursing students’ perceptions of preceptorship in the mental health setting. Int J Psychiatr Nurs Res 2005; 10 1166–78.
| 15960245PubMed |
[17] Happell B. Influencing undergraduate nursing students’ attitudes toward mental health nursing: acknowledging the role of theory. Issues Ment Health Nurs 2009; 30 39–46.
| Influencing undergraduate nursing students’ attitudes toward mental health nursing: acknowledging the role of theory.Crossref | GoogleScholarGoogle Scholar | 19148820PubMed |
[18] Moxham L, McCann T, Usher K, Farrell G, Crookes P. Mental health nursing education in pre-registration nursing curricula: a national report. Int J Ment Health Nurs 2011; 20 232–6.
| Mental health nursing education in pre-registration nursing curricula: a national report.Crossref | GoogleScholarGoogle Scholar | 21385293PubMed |
[19] McCann TV, Moxham L, Usher K, Crookes PA, Farrell G. Mental health content of comprehensive pre-registration nursing curricula in Australia. J Res Nurs 2009; 14 519–30.
| Mental health content of comprehensive pre-registration nursing curricula in Australia.Crossref | GoogleScholarGoogle Scholar |
[20] McAllister M, Williams LM, Gamble T, Malko-Nyhan K, Jones CM. Steps towards empowerment: an examination of colleges, health services and universities. Contemp Nurse: J Aust Nurs Prof 2011; 38 6–17.
| Steps towards empowerment: an examination of colleges, health services and universities.Crossref | GoogleScholarGoogle Scholar |
[21] McAllister M, Madsen W, Godden J, Greenhill J, Reed R. Teaching nursing’s history: a national survey of Australian Schools of Nursing, 2007–2008. Nurse Educ Today 2010; 30 370–5.
| Teaching nursing’s history: a national survey of Australian Schools of Nursing, 2007–2008.Crossref | GoogleScholarGoogle Scholar | 19836116PubMed |
[22] Ironside PM. Covering content and teaching thinking: deconstructing the additive curriculum. J Nurs Educ 2004; 43 5–12.
| 14748529PubMed |
[23] Happell B, Cutcliffe JR. A broken promise? Exploring the lack of evidence for the benefits of comprehensive nursing education. Int J Ment Health Nurs 2011; 20 328–36.
| A broken promise? Exploring the lack of evidence for the benefits of comprehensive nursing education.Crossref | GoogleScholarGoogle Scholar | 21477153PubMed |
[24] Brunero S, Jeon Y-H, Foster K. Mental health education programmes for generalist health professionals: an integrative review. Int J Ment Health Nurs 2012; 21 428–44.
| Mental health education programmes for generalist health professionals: an integrative review.Crossref | GoogleScholarGoogle Scholar | 22500589PubMed |
[25] Clarke D, Usick R, Sanderson A, Giles-Smith L, Baker J. Emergency department staff attitudes towards mental health consumers: A literature review and thematic content analysis. Int J Ment Health Nurs 2014; 23 273–84.
| Emergency department staff attitudes towards mental health consumers: A literature review and thematic content analysis.Crossref | GoogleScholarGoogle Scholar | 23980913PubMed |
[26] Happell B, Platania-Phung C. Mental health placements in a general health setting: no substitute for the real thing! J Clin Nurs 2012; 21 2026–33.
| Mental health placements in a general health setting: no substitute for the real thing!Crossref | GoogleScholarGoogle Scholar | 22564033PubMed |
[27] Warelow P, Edward K.. Australian nursing curricula and mental health recruitment. Int J Nurs Pract 2009; 15 250–6.
| Australian nursing curricula and mental health recruitment.Crossref | GoogleScholarGoogle Scholar | 19703040PubMed |
[28] Stuhlmiller C. Rethinking mental health nursing education in Australia: a case for direct entry. Int J Ment Health Nurs 2005; 14 156–60.
| Rethinking mental health nursing education in Australia: a case for direct entry.Crossref | GoogleScholarGoogle Scholar | 16181151PubMed |
[29] Stebbens R. Exploratory research in the social sciences: Qualitative research methods: Volume 48. London: Sage Publications; 2001.
[30] Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol 2006; 3 77–101.
[31] Happell B. Changing their minds: using clinical experience to ‘convert’ undergraduate nursing students to psychiatric nursing. Int J Psychiatr Nurs Res 2008; 14 1776–84.
[32] Happell B. Tertiary psychiatric nursing graduates: something different or more or the same? Aust N Z J Ment Health Nurs 1996; 5 112–9.
| 1:STN:280:DyaK2s3jtF2jsw%3D%3D&md5=7b649ae25b62ed96c194652d84acd2bfCAS | 9079306PubMed |
[33] Happell B. University-based psychiatric nursing education: a promise for the future? Aust J Adv Nurs 1998; 15 7–13.
| 1:STN:280:DyaK1czpvFKkug%3D%3D&md5=9f77f3de9824703a3f97f225ce68e0f2CAS | 9729979PubMed |
