Promoting critical perspectives in mental health nursing education

Abstract

This paper explores themes relevant to mental health nursing using the example of one educational module of a nursing degree. The authors argue that the educational preparation of mental health nursing students in higher education must address certain contested philosophical, conceptual, social and ethical dimensions of contemporary mental health care practice. These themes are discussed within the context of a third-year mental health nursing module within a Scottish nursing degree programme. By interlinking epistemology and ontology, the notion of student as 'critical practitioner', involving the encouragement of 'critical thinking', is developed. This is shown via engagement with parallel perspectives of the sciences and the humanities in mental health. Narratives of student nurse engagement with selected literary texts demonstrate the extent to which issues of knowledge, self-awareness and personal development are central to a student's professional journey as they progress through an academic course. The paper concludes by suggesting that these 'critical perspectives' have important wider implications for curriculum design in nursing education. Insights from critical theory can equip nurse educators to challenge consumerist tendencies within contemporary higher education by encouraging them to remain knowledgeable, critical and ethically sensitive towards the needs of their students.

Let's go outside: using photography to explore values and culture in mental health nursing

“…These findings similarly resonate with literature that continues to suggest the value of health humanities in promoting critical thinkers as well as critical perspectives in mental health nurse education (McKie 2012, Baker et al 2014, McKie & Naysmith 2014, Zeeman et al 2014. Photography, therefore, potentially identifies subjugated knowledge, cultivates morally committed ways of relating (Kinsella & Vanstone 2010), and creates an innovative space to address culture and diversity in mental health care (Durey et al 2014).…”

“…These findings similarly resonate with literature that continues to suggest the value of health humanities in promoting critical thinkers as well as critical perspectives in mental health nurse education (McKie , Baker et al . , McKie & Naysmith , Zeeman et al . ).…”

Newly qualified nurses' perceptions of working at mental health facilities: A qualitative study

“…With regards to nursing education, the focus should be on integrating theory and practice to ensure nurses spend enough time in mental health facilities to obtain competence in clinical work. The literature offers some suggestions to prepare nurses emotionally for mental health practice, for example, interactive workshops on coping skills, stress management and therapeutic communication (Jansen & Venter, ); the use of personal and professional narratives to foster a philosophical and conceptual understanding of mental health nursing (McKie & Naysmith, ); and person‐centred educational approaches (Tee & Üzar Özçetin, ).…”

Exploring nursing educators' use of theory and methods in search for evidence based credibility in nursing education

“…Tailoring learning experiences for undergraduate nurses is operationalised within cognitive, affective and psychomotor knowledge domains. A multitude of approaches is needed to enhance the development of knowledge, attitudes and skills that are required for students to become safe and competent practitioners as well as critical thinkers who are A C C E P T E D M A N U S C R I P T 4 reflective, socially aware and responsive (Hayes, 2016;Mgbekem et al, 2016;McKie and Naysmith, 2014). Furthermore, such approaches are needed to facilitate learning as a way-ofbeing that allows students to become productive citizens who do not fear uncertainties upon graduation (Kek and Huijser, 2017).…”