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Mental Health

Mental health nursing students and generic proficiencies: how educators can support assessment

07 November 2024
Focus
02 November 2024
Volume 33 · Issue 20

Abstract

Recent shifts in nursing education towards generic proficiencies pose challenges to the unique demands of mental health nursing education. Student mental health nurses at the authors’ higher education institution (HEI) have provided service feedback that has expressed the difficulties they have encountered. This article examines the issues faced by students, assessors and educators in interpreting and applying the proficiency standards set by the Nursing and Midwifery Council. Addressing the complexities of mental health nursing education, as well as the barriers to learning and attainment, requires a collaborative effort and innovative solutions if HEIs are to successfully prepare future mental health nurses to meet the evolving demands of their role. The proposed solution is a ‘Proficiency Directory’, which provides structured resources for mental health nursing students to align learning experiences with assessment criteria, facilitating a more comprehensive and meaningful learning journey.

The World Health Organization (WHO) (2022) has raised the global significance of addressing psychological wellbeing, highlighting the pervasive impact of mental health disorders on individuals, communities and economies. The mortality gap for mental illness illuminates a stark disparity in healthcare outcomes, with studies consistently demonstrating that individuals grappling with mental health disorders face significantly higher mortality rates compared to the general population (Campion, 2019). This gap persists due to numerous factors, including inadequate access to healthcare services, stigmatisation, socioeconomic disparities, and the prevalence of comorbid physical conditions (Byrne, 2023). WHO (2022) emphasises the urgent need for comprehensive mental health policies and services, advocating for increased investment in mental health services. However, this is a longstanding issue, with policies in the UK and internationally attempting to address mental health outcomes for over a decade (HM Government and Department of Health, 2011; WHO, 2013). With progress still to be made, and updated policies retaining the same key objectives (WHO, 2021), never has the specialist role of the mental health nurse been more pertinent.

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Mental health nursing
Nursing students
Proficiencies
Practice assessment
Alignment