Staff experiences of providing support to students who are managing mental health challenges: A qualitative study from two Australian universities

McAllister, Margaret; Wynaden, Dianne; Happell, Brenda; Flynn, Trudi; Walters, Victoria; Duggan, Ravani; Byrne, Louise; Heslop, Karen; Gaskin, Cadeyrn J.

doi:10.1080/18374905.2014.11081897

Cited by 32 publications

(63 citation statements)

References 16 publications

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“…This included the observation of a frontline position (Hughes et al, 2018;McAllister et al, 2014) and that supporting student mental health felt common place (Farrer et al, 2015;Hughes et al, 2018;Margrove et al, 2014;Reavley et al, 2012). This included the observation of a frontline position (Hughes et al, 2018;McAllister et al, 2014) and that supporting student mental health felt common place (Farrer et al, 2015;Hughes et al, 2018;Margrove et al, 2014;Reavley et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…These challenges are not new; in 1997 Johnston reported that academics felt it was "becoming increasingly difficult to provide adequate pastoral care" for students (Johnston, 1997). Previous studies have identified that it is common for academics to provide support for students with mental health problems (Farrer, Gulliver, Bennett, & Griffiths, 2015;Hughes et al, 2018;Margrove, Gustowska, & Grove, 2014;Reavley, McCann, & Jorm, 2012) and that academics are in a frontline position regarding the provision of support (Hughes et al, 2018;McAllister et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…While it is common for academics to provide such support, many academics do not feel equipped to manage this role (Gulliver et al, 2018) and do not feel that the necessary structures and cultures exist to support this work (Hughes et al, 2018). Specifically, academics often feel unable to differentiate between normal emotional challenges and mental health difficulties (Hughes et al, 2018;Laws & Fiedler, 2012;McAllister et al, 2014). These knowledge deficits reduce the confidence of academics working with students (Cleary, Walter, & Jackson, 2011;Margrove et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…These knowledge deficits reduce the confidence of academics working with students (Cleary, Walter, & Jackson, 2011;Margrove et al, 2014). However, previous personal or professional knowledge around mental health has been identified as increasing self-confidence, leading to a more positive experience when supporting students (McAllister et al, 2014). It is thus possible that, in contrast with academics without a background in healthcare, healthcare academics may find supporting student mental health both to be easier and a more positive experience.…”

Section: Introductionmentioning

confidence: 99%

“…Emotion work is an essential component in establishing a trusting relationship between teacher and student (Huyton, 2009). Substantive emotional costs have been identified in academics supporting students with mental health difficulties, including; distress in response to the student disclosure, apprehension about becoming involved, anxiety about their ability to provide support, being emotional drained and fears for the student's safety (Gulliver et al, 2018;McAllister et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Managing student mental health: The challenges faced by academics on professional healthcare courses

Hughes

Byrom

2019

Journal of Advanced Nursing

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Aims To explore how academics on nursing and healthcare programmes are managing their roles and responsibility in relation to student mental health. Background There is growing concern about the mental health of university students in general and healthcare students in particular. Shifts in Higher Education policy, encouraging a “whole university approach,” may place greater responsibility for student mental health on academics. However, little is known about the challenges that poor student mental health creates for academics on healthcare programmes. Design A qualitative approach, using semi‐structured interviews and focus groups, provided the opportunity for in‐depth analysis. Methods Fourteen academics on healthcare programmes, including seven lecturers from nursing programmes, were interviewed between May–June 2017. Constant comparison analysis was followed to support grounded theory. Results Four key themes emerged. Academics had difficulty identifying and maintaining boundaries due to competing academic and professional identities. Student disclosures are accompanied by challenges arising due to professional responsibilities. Supporting student mental health on placement is difficult. Academics are aware and concerned about the potential negative impact of course content and practice on student mental health. Conclusion This is the first study to explore in‐depth the challenges faced by academics on healthcare programmes by the rising prevalence of and concern for, student mental health. The findings indicate that leaders of nursing education programmes and their managers, need to be aware that academics face complex challenges in managing and responding student mental health and may struggle to maintain boundaries due, in part, to competing professional identities.

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