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Mental health promotion remains an important component of mental health nursing practice. Supporting wellness at both the individual and societal levels has been identified as one of the key tenets of mental health promotion. However, the prevailing biomedical paradigm of mental health education and practice has meant that many nurses have not been equipped to incorporate a wellness perspective into their mental health practice. In the present study, we report on an exploratory study which details the knowledge, skills, and attitudes required by master-level mental health nurses to practice within a wellness paradigm from the perspective of three groups of key stakeholders: (i) service users and family members (n = 23); (ii) experienced mental health nurses (n = 49); and (iii) master-level mental health nursing students (n = 37). The findings, which were reported from individual and focus group interviews across five European countries, suggested a need to reorientate mental health nursing education to include a focus on wellness and resilience to equip mental health nurses with the skills to work within a strengths-based, rather than a deficits-based, model of mental health practice. Key challenges to working within a wellness paradigm were identified as the prevailing dominance of the biomedical model of cause and treatment of mental health problems, which focusses on symptoms, rather than the holistic functioning of the individual, and positions the person as passive in the nurse-service user relationship. © 2017 Australian College of Mental Health Nurses Inc., Funding: European Commission/Lifelong Learning Programme

Purpose: This discussion paper aims to explore the need of a clarified definition of master’s level mental health nursing competencies in terms of knowledge, skills and attitudes in a European context. Mental health service users have, in spite of their right to equal overall health, higher rates of physical illness and are more likely to experience premature death than the general population. Implementation of a holistic concept of health comprising mental, physical and social aspects of health in mental health services has previously proved to be challenging. Methods: Master’s level mental health nursing competencies in recent literature are discussed and illuminated in terms of knowledge, skills and attitudes in order to enable the promotion of equal overall health among service users in mental health services. Results: The discussion show contents, values and utility of master’s level mental health nursing competencies in mental health services and contribute to reduced role ambiguity by distinguishing master’s level responsibilities from undergraduate nursing tasks and obligations of other professionals in mental health care. Conclusion: This discussion paper shapes implications for developments in master’s level mental health nursing education curricula. © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group., Funding: This work was supported by the European Commission [European Commission (2013-3403)/Life-long learning programme].

Family and informal caregivers provide a substantial amount of care and support to people who experience mental health problems. The aim of this study was to explore mental health nurses', students' and service users' perceptions of the knowledge, skills and attitudes that are required by mental health nurses to work with families and carers using a qualitative methodology. Three themes emerged from the data: Knowledge of the family and how mental distress affects the family; working with the family - support and education; and valuing the role of the family. The three themes demonstrate the complexity of preparing mental health nurses to work with families and carers, and the article offers recommendations about how this might be achieved. © 2017 Taylor & Francis Group, LLC

This article describes a European collaborative project that developed master’s degree level e-learning materials for mental health nurses. The e-learning materials are freely available online at www.ementhe.eu, eMenthe

There are wide differences in the quality and content of mental health nurse education throughout Europe. These are evident in the course structures, emphasis and specific content. This diversity between programmes creates possibilities for countries to learn from one another and to share and benefit from the diverse approaches. These concerns, challenges and development needs of mental health practice form the basis for the EU- funded eMenthe-project (2013-2016) which aims to enhance Master’s level education in mental health practice by developing eLearning materials through a European co- operation. To this end, seven European universities from Finland, Ireland, Sweden, United Kingdom and the Netherlands have commenced a collaboration to enhance Master’s level education in mental health practice - eMenthe. The project’s aim is to develop eLearning materials with an action research approach in collaboration with Master’s level students from these universities and associated partners from clinical practice. eLearning materials on three central themes: recovery, mental health promotion and prevention, the role of families and caregivers will be launched for students in Master’s level and clinical practice to use. These themes were agreed as common issues of concern for all partners prior to the application process. During first phase, stakeholders were interviewed (N=139), including master level students, experienced psychiatric nurses, managements persons working in psychiatric care, service users and next of kins. The data was structured from a general point and also from a lifespan perspective, such as child and adolescence, adults and elderly. The analysis used a qualitative and descriptive design, using a brief manifest content analysis to examine patterns, themes and subthemes to achieve an understanding of the meaningful content focusing on nursing master levels. During the final year of the project (2016) eLearning materials will be made available to students

There are wide differences in the quality of mental health nurse education at Bachelor and Master’s level throughout Europe. Furthermore, there are wide variations in content. However the concerns, challenges and development needs of mental health practice are shared in many countries. These issues form the basis for the EU-funded eMenthe-project (2013-2016) which aims to enhance Master’s level education in mental health practice by developing eLearning materials through a European co-operation. The co-operation includes seven European universities from Finland, Ireland, Sweden, United Kingdom and the Netherlands. These organizations and their respective Master’s students are associated partners of the project. International co-operation is seen as a quality assurance process; each of the partners is a highly esteemed university with extensive experience in mental health education, research and strong links with practice. ELearning –materials will be developed during this co-operation on three different themes. The themes include: mental health promotion and prevention, recovery and social inclusion and engaging with families and caregivers. These themes were agreed as common issues of concern for all partners prior to the application process. During the final year of the project (2016) eLearning materials will be made available to students undertaking Master’s level education and those working in clinical practice. This dual approach to dissemination will support the professional competencies of practitioners as well as academic progression., eMenthe

Background: The need to develop education programmes for mental health nurses that are responsive to the needs of key stakeholders is essential to ensuring that mental health nursing practices remain contemporary and consistent with national and international mental health policy. To this end, a group of mental health nursing faculty from seven European countries came together to develop transferable eLearning materials for Masters Levels mental health nursing students focusing on a three of key areas; 1)recovery and social inclusion, 2) mental health promotion and prevention and 3) working with families and caregivers. This poster provides details of how the European partners will conduct the first phase of the project which is consultation with the key stakeholders (MSc Students, senior and expert mental health nurses, family and carer organisations and mental health service users). Aim and objectives: The aim of this project is to develop e-learning materials for Masters level mental health nursing education programmes based on the identified needs of key stakeholders. Methods: This research follows an action research design and this first phase will involve consultation with key stake holders using a qualitative approach. Data will be collected in three phases: 1. One focus group will be conducted with current MSc in Mental Health Nursing Students. 2. The participants (MSc Students) involved in phase one will be required to return to their areas of practice and gather information from 2 senior and expert mental health nurses using a prepared data collection template. 3. The researchers will collect data from the family carer organisations and mental health service users using telephone interviews using a prepared data collection template. This process will be repeated in all the European universities involved and will form the basis for the eLearning content. Analysis and Results: Data collection is due to start in December 2013. Recommendations: This collaborat