Specialist community public health nurses (SCPHNs)—who provide universal health promoting services to all families with children in the 0–19 age range—are particularly well placed to influence lifestyle-related health behaviours at an early stage. To undertake this work effectively a toolkit of health promotion strategies is required. This paper reports the findings of a small study which aimed to examine student perspectives about if, and how, education in behaviour change skills impacts on the nature and effectiveness of consultations with clients. It was undertaken at a university in the north of England which has pioneered the teaching of motivational interviewing and behaviour change skills within the SCPHN curriculum. The study took place in 2017. Focus groups, attended by 11 SCPHN students examined students' views and perspectives about engaging with clients and utilising behaviour change skills in practice. Key themes arising from the data were: changing approach, skills and techniques, education and learning, use in practice, and time. Findings indicate that SCPHN students had begun to apply an approach based on Motivational Interviewing to consultations in practice as a result of their education. This is likely to have a substantial impact on practice and client outcomes.

Aim: This paper reports on a two-part mixed methods scoping project, funded by the RCN Foundation, to review the available evidence and undertake a Delphi study of nurse-led interventions. Nurses in the field were surveyed to understand their role in promoting children and young people's mental health and emotional wellbeing across the UK. Methods: A scoping review of the literature was undertaken and a two-part Delphi survey was developed and managed. Findings: Results of the literature review were inconclusive. There was a paucity of literature, particularly in the UK, suggesting that nurses may be under-represented in the research seeking to make recommendations concerning their profession. 244 responses to the Delphi method survey were received. Responses confirmed the fundamental importance of the therapeutic relationship. They also suggested that nurse-led pre-crisis and early interventions which addressed the mental health and emotional wellbeing needs of children and young people were being extensively utilised. All countries and all regions appeared to have primarily community-based services. School-based services were perceived to be highly beneficial. Early interventions typically targeted levels of resilience, emotional regulation and the prevention of ongoing mental health problems. Respondents viewed these interventions as effective but often encountered organisational and practical challenges, including access to training and ongoing supervision.