Introducing skills for psychosocial interventions into undergraduate mental health nurse education

Abstract

This paper describes how psychosocial interventions (PSI) have been integrated into an undergraduate mental health nursing programme. The first part of the paper provides the broad context of PSI in nurse education and justifies the need to incorporate skills for PSI into the undergraduate nursing curriculum. A variety of educational theories and research are presented, which have informed the development, structure and delivery of the skills programme underpinned by PSI into the undergraduate programme. The successes and limitations of this skills programme are considered in light of the key issues and challenges concerning the integration of PSI skills into undergraduate nursing education.

Getting psychosocial interventions into mental health nursing practice: a survey of skill use and perceived benefits to service users

“…Perhaps, the introduction of undergraduate PSI training as outlined by Stacey and Rayner (2008) merits closer attention. The profile of participants revealed that they mainly worked in community multidisciplinary teams with just 13Á5% based in acute inpatient settings.…”

“…Yet, their explanatory comments were replete with references that training in PSI provided 'exactly the knowledge I required to do my job' (P25). Perhaps, the introduction of undergraduate PSI training as outlined by Stacey and Rayner (2008) merits closer attention.…”

Improving partnerships with families and carers in in‐patient mental health services for older people: a staff training programme and family liaison service

“…However, most mental health professionals in the UK still complete their pre‐registration training without specific skills training in working with families (Stacey and Rayner, ). This leaves staff lacking in confidence and ill‐equipped to engage with families on the routine basis envisaged by national policy.…”

Establishing family inclusive acute inpatient mental health services: a staff training programme in Somerset

“…Second, most mental health professionals still complete their pre‐registration training without specific skills training in working with families (Stacey and Rayner, 2008). This leaves staff ill equipped and lacking in confidence to engage with families on the routine basis envisaged by national policy.…”