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
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...
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| Format: | Article |
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Elsevier
2016
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| Online Access: | https://eprints.nottingham.ac.uk/35389/ |
| _version_ | 1848795066688077824 |
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| author | Stickley, Theodore Higgins, Agnes Meade, Oonagh Sitvast, Jan Doyle, Luoise Ellilä, Heikki Jormfeldt, Henrika Keogh, Brian Lahti, Mari Skärsäter, Ingela Vuokila-Oikkonen, Paivi Kilkku, Nina |
| author_facet | Stickley, Theodore Higgins, Agnes Meade, Oonagh Sitvast, Jan Doyle, Luoise Ellilä, Heikki Jormfeldt, Henrika Keogh, Brian Lahti, Mari Skärsäter, Ingela Vuokila-Oikkonen, Paivi Kilkku, Nina |
| author_sort | Stickley, Theodore |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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 modified rapid review method. 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. |
| first_indexed | 2025-11-14T19:26:11Z |
| format | Article |
| id | nottingham-35389 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:26:11Z |
| publishDate | 2016 |
| publisher | Elsevier |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-353892020-05-04T20:04:22Z https://eprints.nottingham.ac.uk/35389/ 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 Stickley, Theodore Higgins, Agnes Meade, Oonagh Sitvast, Jan Doyle, Luoise Ellilä, Heikki Jormfeldt, Henrika Keogh, Brian Lahti, Mari Skärsäter, Ingela Vuokila-Oikkonen, Paivi Kilkku, Nina 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 modified rapid review method. 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. Elsevier 2016-02 Article PeerReviewed Stickley, Theodore, Higgins, Agnes, Meade, Oonagh, Sitvast, Jan, Doyle, Luoise, Ellilä, Heikki, Jormfeldt, Henrika, Keogh, Brian, Lahti, Mari, Skärsäter, Ingela, Vuokila-Oikkonen, Paivi and Kilkku, Nina (2016) 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. Nurse Education Today, 37 . pp. 155-163. ISSN 1532-2793 Competency; Critical review; Education; Emotional intelligence; Mental health; Recovery; Social inclusion http://www.sciencedirect.com/science/article/pii/S0260691715004797 doi:10.1016/j.nedt.2015.11.015 doi:10.1016/j.nedt.2015.11.015 |
| spellingShingle | Competency; Critical review; Education; Emotional intelligence; Mental health; Recovery; Social inclusion Stickley, Theodore Higgins, Agnes Meade, Oonagh Sitvast, Jan Doyle, Luoise Ellilä, Heikki Jormfeldt, Henrika Keogh, Brian Lahti, Mari Skärsäter, Ingela Vuokila-Oikkonen, Paivi Kilkku, Nina 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 |
| title | 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 |
| title_full | 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 |
| title_fullStr | 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 |
| title_full_unstemmed | 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 |
| title_short | 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 |
| title_sort | 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 |
| topic | Competency; Critical review; Education; Emotional intelligence; Mental health; Recovery; Social inclusion |
| url | https://eprints.nottingham.ac.uk/35389/ https://eprints.nottingham.ac.uk/35389/ https://eprints.nottingham.ac.uk/35389/ |