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. (February 2016)

• Record Type: Journal Article
• Authors: Stickley, Theodore; Higgins, Agnes; Meade, Oonagh; Sitvast, Jan; Doyle, Louise; Ellilä, Heikki; Jormfeldt, Henrika; Keogh, Brian; Lahti, Mari; Skärsäter, Ingela; Vuokila-Oikkonen, Paivi; Kilkku, Nina
• Is Part Of: Nurse education today. Volume 37(2016)
• Page Start: 155
• Page End: 163
• Publication Date: 2016-02
• Subjects: Competency -- Critical review -- Education -- Emotional intelligence -- Mental health -- Recovery -- Social inclusion; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2015.11.015
• Languages: English
• ISSNs: 0260-6917

Abstract

Summary: Objectives: This critical review addresses the question of how the concepts of recovery and social inclusion may inform mental health nurse education curricula at Master's 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 Master's 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. Highlights: Advanced knowledge, skills and attitudes for mental health practice are rarely identified. Ideas in positive psychology complement the recovery and social inclusion concepts. Skills and attitudes for advanced mental health practice are identified. Concepts of recovery and social inclusion can advance mental health education.