From the rhetoric to the real: A critical review of how the concepts of recovery and social inclusion may inform mental health nurse advanced level curricula — The eMenthe project

Stickley, Theodore; Higgins, Agnès; Meade, Oonagh; Sitvast, Jan; Doyle, Louise; Ellilä, Heikki; Jormfeldt, Henrika; Keogh, Brian; Lahti, Mari; Skärsäter, Ingela; Vuokila‐Oikkonen, Päivi; Kilkku, Nina

doi:10.1016/j.nedt.2015.11.015

Cited by 23 publications

(25 citation statements)

References 169 publications

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“…) and recovery (Stickley et al . ). From a practical perspective, this has implications for mental health‐assessment practices, with new approaches to assessment and treatment required.…”

Section: Discussionmentioning

confidence: 97%

“…There has been a call for a paradigm shift in mental health practice, with a move away from an exclusive focus on the disease model and medicalization of mental distress towards a more lived experience and psychosocial understanding of mental health and distress (Cooke ; Stickley et al . ). This places a demand on mental health nurse educators to consider implications for education practice and curriculum content (Smith & Grant ).…”

Section: Introductionmentioning

confidence: 97%

“…The nursing profession has a responsibility to ensure that nurses are educated to be responsive to the changing needs of service users and their families in contemporary society (Wynaden 2010). There has been a call for a paradigm shift in mental health practice, with a move away from an exclusive focus on the disease model and medicalization of mental distress towards a more lived experience and psychosocial understanding of mental health and distress (Cooke 2014;Stickley et al 2016). This places a demand on mental health nurse educators to consider implications for education practice and curriculum content (Smith & Grant 2016).…”

Section: Introductionmentioning

confidence: 99%

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Preparing master‐level mental health nurses to work within a wellness paradigm: Findings from the eMenthe project

Doyle

Ellilä

Jormfeldt

et al. 2017

Int J Mental Health Nurs

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Mental health promotion remains an important component of mental health nursing practice. Supporting wellness at both the individual and societal levels has been identified as one of the key tenets of mental health promotion. However, the prevailing biomedical paradigm of mental health education and practice has meant that many nurses have not been equipped to incorporate a wellness perspective into their mental health practice. In the present study, we report on an exploratory study which details the knowledge, skills, and attitudes required by master-level mental health nurses to practice within a wellness paradigm from the perspective of three groups of key stakeholders: (i) service users and family members (n = 23); (ii) experienced mental health nurses (n = 49); and (iii) master-level mental health nursing students (n = 37). The findings, which were reported from individual and focus group interviews across five European countries, suggested a need to reorientate mental health nursing education to include a focus on wellness and resilience to equip mental health nurses with the skills to work within a strengths-based, rather than a deficits-based, model of mental health practice. Key challenges to working within a wellness paradigm were identified as the prevailing dominance of the biomedical model of cause and treatment of mental health problems, which focusses on symptoms, rather than the holistic functioning of the individual, and positions the person as passive in the nurse-service user relationship.

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“…) and recovery (Stickley et al . ). From a practical perspective, this has implications for mental health‐assessment practices, with new approaches to assessment and treatment required.…”

Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Preparing master‐level mental health nurses to work within a wellness paradigm: Findings from the eMenthe project

Doyle

Ellilä

Jormfeldt

et al. 2017

Int J Mental Health Nurs

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, change is not without its challenges. Therefore, an opportunity exists for MHN to lead a transformation in mental health care in order to truly align practice with recovery principles (Stickley et al 2016). This will become easier when a greater number of MHN are working from a strengths-based perspective.…”

Section: Discussionmentioning

confidence: 99%

“…Mental health services are heavily influenced by biomedical models of illness and disorder, and an associated emphasis on pharmacological treatments. However, with a growing emphasis on recovery, a transformation in nursing education and practice is indicated (Stickley et al 2016). Recovery principles, which are enshrined in health-care policy internationally, emphasize collaboration, empowerment, self-determination, and the promotion of a meaningful life beyond the constraints of diagnosis.…”

Section: Introductionmentioning

confidence: 99%

Introducing solution‐focussed brief therapy to mental health nurses across a local health district in Australia

Wand

Acret

D’Abrew

2017

Int J Mental Health Nurs

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Solution-focussed brief therapy (SFBT) can be applied to effectively address a broad range of mental health-, alcohol-, and substance-related challenges. The compatibility that SFBT has with mental health nursing practice has been widely recognized. The aim of the present mixed-methods study was to introduce and evaluate the utility of SFBT principles, strategies, and techniques to the clinical work of mental health nurses from a local health district in Sydney, Australia. Following a 4-hour introductory SFBT workshop, participants were invited to complete a one-page evaluation and undertake a follow-up individual telephone interview with a research assistant. Participants (n = 65) were positive about the workshop content and recognized the potential benefits of SFBT in clinical practice. Interviewed participants (n = 14) were enthusiastic about SFBT. However, they also identified that using SFBT was challenging, particularly as the approach was considered different to current practices in mental health services. A lack of confidence with incorporating SFBT in their clinical work was also acknowledged, and participants expressed interest in additional training, including more time to practise SFBT strategies and techniques. Widespread training for mental health nurses in SFBT is indicated, including opportunities for supervision and to observe SFBT being employed by experienced clinicians.

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PBL and Social Inclusion

Daskou

Tzokas

2020

Populism and Higher Education Curriculum Development: Problem Based Learning as a Mitigating Response

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From the rhetoric to the real: A critical review of how the concepts of recovery and social inclusion may inform mental health nurse advanced level curricula — The eMenthe project

Cited by 23 publications

References 169 publications

Preparing master‐level mental health nurses to work within a wellness paradigm: Findings from the eMenthe project

Preparing master‐level mental health nurses to work within a wellness paradigm: Findings from the eMenthe project

Introducing solution‐focussed brief therapy to mental health nurses across a local health district in Australia

PBL and Social Inclusion

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