Nina Kilkku

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

OBJECTIVES This critical review addresses the question of how the concepts of recovery and social inclusion may inform mental health nurse education curricula at Masters level in order to bring about significant and positive change to practice. DESIGN This is a literature-based critical review incorporating a rapid review. It has been said that if done well, this approach can be highly relevant to health care studies and social interventions, and has substantial claims to be as rigorous and enlightening as other, more conventional approaches to literature (Rolfe, 2008). DATA SOURCES In this review, we have accessed contemporary literature directly related to the concepts of recovery and social inclusion in mental health. REVIEW METHODS We have firstly surveyed the international literature directly related to the concepts of recovery and social inclusion in mental health and used the concept of emotional intelligence to help consider educational outcomes in terms of the required knowledge, skills and attitudes needed to promote these values-based approaches in practice. RESULTS A number of themes have been identified that lend themselves to educational application. International frameworks exist that provide some basis for the developments of recovery and social inclusion approaches in mental health practice, however the review identifies specific areas for future development. CONCLUSIONS This is the first article that attempts to scope the knowledge, attitudes and skills required to deliver education for Masters level mental health nurses based upon the principles of recovery and social inclusion. Emotional intelligence theory may help to identify desired outcomes especially in terms of attitudinal development to promote the philosophy of recovery and social inclusive approaches in advanced practice. Whilst recovery is becoming enshrined in policy, there is a need in higher education to ensure that mental health nurse leaders are able to discern the difference between the rhetoric and the reality.

The required knowledge for lifespan mental health promotion and prevention for Master’s level mental health nurse education – the eMenthe project

Abstract In this study, we address the kind of knowledge that is required for Master’s level nurse education for lifespan mental health promotion and prevention. Data were collected through structured interviews (N = 109). The interviews were conducted across five European countries. The data were analysed using a thematic content analysis approach. The findings show that Master’s level nurse education needs knowledge related to lifespan issues. Needs were raised in several issues like importance of increasing skills and knowledge of mental health workers. We conclude that there is a need to emphasise the knowledge required for mental health promotion and prevention for Master’s level nursing education across Europe.

eHealth, Telematics and Telehealth

This chapter focuses on the background/development, practice and outcomes related to eHealth, telematics and telehealth in the context of psychiatric/mental health nursing and mental health care. According to the World Health Organization in 2016, the implementation of different technological solutions is seen as one development that would help promote and support person-centred care and research. The empirical and narrative-based accounts of benefits and drawbacks of eHealth are explored, and the author points out how the preponderance of the evidence in this area appears to show that eHealth or telehealth interventions and programmes can be just as effective as face-to-face care. Following this, the role of P/MH nurses in working with eHealth and telematics, specific areas where this has already found to be effective and specific are explored. The chapter concludes by pointing out how adaptation of eHealth is a challenge for mental health nurses to remain updated and capable of finding the most suitable technological solution with patients and families.

Master’s level mental health nursing competencies, a prerequisite for equal health among service users in mental health care

ABSTRACT Purpose: This discussion paper aims to explore the need of a clarified definition of master’s level mental health nursing competencies in terms of knowledge, skills and attitudes in a European context. Mental health service users have, in spite of their right to equal overall health, higher rates of physical illness and are more likely to experience premature death than the general population. Implementation of a holistic concept of health comprising mental, physical and social aspects of health in mental health services has previously proved to be challenging. Methods: Master’s level mental health nursing competencies in recent literature are discussed and illuminated in terms of knowledge, skills and attitudes in order to enable the promotion of equal overall health among service users in mental health services. Results: The discussion show contents, values and utility of master’s level mental health nursing competencies in mental health services and contribute to reduced role ambiguity by distinguishing master’s level responsibilities from undergraduate nursing tasks and obligations of other professionals in mental health care. Conclusion: This discussion paper shapes implications for developments in master’s level mental health nursing education curricula.