Sexuality is a complex and fundamental aspect of a person's health and mental well-being, yet mental health professionals generally seem reluctant to discuss sexuality related issues and few research studies have specifically explored the sexuality of women with enduring mental illness. The aim of this qualitative research was to gain a deeper understanding about the sexuality experiences of this group of women. Eight women were interviewed individually, and then together as a focus group. Working from a feminist theoretical perspective, the interview transcripts were analysed thematically. All the women considered sexuality an essential component of their identity. However, powerful interlocking systems controlled and influenced how the women expressed their sexuality, often marginalizing, and positioning them as 'Other', and rendering their sexuality hidden and unseen. The experiences of this group of women highlight the need for mental health professionals to recognize sexuality as an important aspect of a person's care and recovery, and to create a culture that is supportive of a person's sexuality and sexual expression. Incorporating sexuality related issues into clinical practice offers mental health professionals a significant opportunity to make a positive difference.

Suicide risk assessment is a critical skill in preventing suicide. Yet most nurses do not feel confident in assessing suicide risk. Development of this potentially life-saving skill needs to begin at the undergraduate nursing level. As simulation is an effective pedagogical tool utilised within nursing education, the aim of this paper was to explore the potential of simulation in preparing student nurses' for suicide risk assessment. Literature was examined to identify what simulation modalities were employed within nursing education and the outcomes associated with these. The findings suggest that to varying degrees all simulation modalities have the potential to decrease student anxiety, and increase student confidence, knowledge and communication skills when working with people at risk of suicide. However the use of Standardised Patient (SP) simulation adds an authenticity to the experience and allows for the assessment of a wider range of human responses, including key nonverbal communication skills. The sense of realism provided by SP allows for more in-depth understanding into the person's experiences, which is critical in the assessment of a person's mental health needs and risk of suicide. The majority of simulations identified were located within a mental health setting. Given that student nurses may encounter a person who is suicidal in any clinical setting, further research is needed on simulation which integrates mental health assessments and suicide risk assessment into a variety of clinical areas.