Do mental health nurse lecturers ‘walk the talk’, as well as ‘talk the talk’?

Abstract

The traditional paradigm in mental health nursing has been undergoing significant challenge in recent times. The influence of recovery is gaining momentum in practice and in the theoretical preparation for practice. Therapeutic relationships have long been considered the cornerstone of mental health nursing practice and they continue to be central in recovery. This article outlines and justifies the need for mental health nurse lecturers to reflect on and review the role of the relationships they develop with students. This is to help optimise the university preparation of student mental health nurses in recovery focused practice. Working together across different university sites can further enhance this process.

Social justice, capabilities and learning support provided by lecturers: A phenomenological-hermeneutic study

“…Moreover, learning support is a requisite of nurse M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT 3 educators (NMC, 2008), however possible indifference and dissonance towards student learning needs may render support inoperable. Students desire confidence to learn and lessened anxiety, implying supportive relationships are perhaps as important to support given (McCaig et al 2014). Such relationships may reduce attrition (Gillen, 2012), but could possibly also be emancipatory, whereby lecturers' kindness aids problem-solving to achieve, or work towards learning abilities initially perceived unattainable by students (Bailey, 2013).…”