Happell Brenda, McAllister Margaret, Gaskin Cadeyrn J
Central Queensland University, Institute for Health and Social Science Research, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, Centre for Mental Health Nursing Innovation, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, School of Nursing and Midwifery, Bruce Hwy, Rockhampton, Queensland 4702, Australia.
Central Queensland University, Institute for Health and Social Science Research, 90 Goodchap Street, Noosaville 4566, Queensland, Australia; Central Queensland University, Centre for Mental Health Nursing Innovation, 90 Goodchap Street, Noosaville 4566, Queensland, Australia; Central Queensland University, School of Nursing and Midwifery, 90 Goodchap Street, Noosaville 4566, Queensland, Australia.
Nurse Educ Today. 2014 Jun;34(6):e13-7. doi: 10.1016/j.nedt.2013.10.004. Epub 2013 Oct 19.
The ongoing difficulty in educating and sustaining an adequate nursing workforce in mental health settings has been identified throughout the world. Different strategies have been implemented internationally to deal with this situation. In Australia major streams in mental health nursing were introduced in some Australian universities to promote mental health nursing as a viable career choice for nursing students. Fourteen universities had implemented or planned to implement a major stream in mental health nursing. From a survey of these programs a lack of consistency in the structure and content of programs was evident. For most programs the intakes had been relatively small, although retention rates appeared promising.
To determine the extent majors in mental health nursing introduced in Australia have been sustained since their implementation.
Cross-sectional design. A survey instrument used in 2010 was readministered in 2013.
Schools of Nursing in Australia where a major in mental health nursing had been implemented or planned.
Subject and program coordinators.
The survey was administered via email.
Of the 14 majors in mental health nursing originally proposed or implemented, only five were remaining, three had never commenced the program despite plans to do so and six programs once operating had now ceased. Numbers of students undertaking the program have tended to be small. Few modification changes in the structure and content in the majors since initial implementation were reported.
The findings suggest that the major in mental health nursing has not been a successful or sustainable strategy, and therefore is unlikely to contribute positively to strengthening the mental health nursing workforce. The availability of sufficient graduate nurses with the interest and skills to pursue a career in mental health nursing is becoming urgent. The adequate resourcing of strategies to address this issue needs to be considered as a matter of priority.
世界各地都已认识到，在精神卫生机构中培养并维持一支充足的护理队伍一直存在困难。国际上已实施了不同策略来应对这一情况。在澳大利亚，一些澳大利亚大学引入了精神卫生护理的主要课程，以促使精神卫生护理成为护理专业学生可行的职业选择。14所大学已实施或计划实施精神卫生护理主要课程。从对这些课程的调查来看，课程结构和内容缺乏一致性是显而易见的。对于大多数课程而言，招生规模相对较小，不过留存率似乎很可观。
确定澳大利亚引入的精神卫生护理主要课程自实施以来的维持情况。
横断面设计。2010年使用的一份调查问卷于2013年再次进行了发放。
澳大利亚已实施或计划实施精神卫生护理主要课程的护理学院。
学科及课程协调员。
通过电子邮件进行调查。
最初提议或实施的14个精神卫生护理主要课程中，仅剩下5个，3个尽管有计划但从未开课，6个曾经开设的课程现已停办。修读该课程的学生人数往往较少。自最初实施以来，这些主要课程在结构和内容上几乎没有修改变化。
研究结果表明，精神卫生护理主要课程并非一项成功或可持续的策略，因此不太可能对加强精神卫生护理队伍起到积极作用。培养足够数量有兴趣且有技能从事精神卫生护理工作的毕业护士变得刻不容缓。作为优先事项，需要考虑为解决这一问题的策略提供充足资源。
