Influencing mental health nursing practice through the teaching of research and theory: a personal critical review.
This paper will critically review the factors that influence the teaching of theory and research to mental health nurses. Following a brief historical review it is asserted that current educational approaches fail to address the complexity and context-dependent nature of mental health nursing practice. The author then argues for a radical approach to education which will enable students and practitioners to engage critically in deconstructing and developing theories that illuminate and help us understand the multiple realities of our post-modern professional world. In conclusion, the author provides an example of a casework-based curriculum that emphasizes the ways in which clinical experience with clients in a range of contexts should be the main focus of knowledge and skill development for the emerging profession of mental health nursing.
Gordon
N S
NS
University of North London, UK.
D002983:Clinical Competence; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007587:Job Description; D019359:Knowledge; D015399:Nursing Research / Q000193:education*; D009742:Nursing Theory; D017009:Professional Autonomy; D011568:Psychiatric Nursing / Q000193:education* / Q000458:organization & administration*; D013663:Teaching / Q000379:methods*