Abstract
With the changing paradigms about mental health, mental illness, and mental health services in this new millennium, mental health nursing practice also evolves with time. Mental health nursing education needs to keep abreast with the growing and changing demands of professional practice and to prepare the graduates for leading the future practice development. This chapter highlights some contemporary issues related to preparing mental health nurses for today’s professional practice. The competency-based approach is essential to build a curriculum to prepare nursing students for contemporary professional practice. Two modes of the preregistration mental health nursing education system from the United Kingdom and Australia are compared and their educational rationales and implications to service and practice development are explored. The recovery model of care requires reframing educational approaches from the biomedical focus to one that focuses on building and maintaining service users’ strength. The component of evidence-based practice has long been established in mental health nursing education programs, but there remains continuing debate over what evidence is relevant and applicable to mental health nursing. A reflection on how this is integrated in the education process and the learning outcomes would help to reinforce its importance to improve practice. In the traditional healthcare system, the approach of multidiscipline healthcare team with medical dominance still maintained. Today much more emphasis is placed on an interdisciplinary collaboration with active participation of the service users. Mental health nursing education needs to progress within such context and keep up with what is needed today, and certainly tomorrow.
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Chan, S. (2018). Mental Health Nursing Education: Past, Present, and Future. In: Hermans, M., Hoon, T., Pi, E. (eds) Education about Mental Health and Illness. Mental Health and Illness Worldwide. Springer, Singapore. https://doi.org/10.1007/978-981-10-0866-5_4-1
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DOI: https://doi.org/10.1007/978-981-10-0866-5_4-1
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