Partnership working between UK and Oman to enhance mental health nursing education and practice

It is becoming increasing acknowledged that we live and work in a global economy where cultural, educational and health ideologies are suggested to collide. Working together to address global mental health is key to improving health and strengthening health care systems (APPG 2014, Prince et al. 2007). Inequalities in finance, employment, accommodation, nutrition, education, access to healthcare can be seen throughout the world (WHO 2015). Within this melee mental health issues are subjugated in an attempt to disassociate with its lingering stigma (WHO 2013). Regardless of the attempt to hide the ‘shame’ of mental ill health there are many throughout the world attempting to develop innovative and caring practices to enable people experiencing mental health problems to gain recovery and a good quality of life (WHO 2013). Over the past year we have been developing a mental health nursing education partnership between Cardiff University and Oman Specialised Nursing Institute. A shared belief of students as partners in learning has enabled the working relationships to promote standards and quality (QAA 2014). We have developed a shared understanding of mental health nursing based on the principles of recovery and person centre care and used a number of educational approaches to influence mental health nursing practice. No health without mental health (2011), Mental health measures (2010), Oman’s Health Vision 2050 (Ministry of Health 2014) and the World Health Organisations Mental Health Action Plan 2013-2020 (WHO 2013) provides a platform for collaborative working. In this presentation we will share our experiences of our partnership working and programme development (both undergraduate and post graduate) along with our blended teaching methods. In addition to the academic achievements of our students we have found partnership working has enabled a greater personal and cultural awareness for ourselves as lecturers and for our student

Partnership working between UK and Oman to enhance mental health nursing education and practice

It is becoming increasing acknowledged that we live and work in a global economy where cultural, educational and health ideologies are suggested to collide. Working together to address global mental health is key to improving health and strengthening health care systems (APPG 2014, Prince et al. 2007). Inequalities in finance, employment, accommodation, nutrition, education, access to healthcare can be seen throughout the world (WHO 2015). Within this melee mental health issues are subjugated in an attempt to disassociate with its lingering stigma (WHO 2013). Regardless of the attempt to hide the ‘shame’ of mental ill health there are many throughout the world attempting to develop innovative and caring practices to enable people experiencing mental health problems to gain recovery and a good quality of life (WHO 2013). Over the past year we have been developing a mental health nursing education partnership between Cardiff University and Oman Specialised Nursing Institute. A shared belief of students as partners in learning has enabled the working relationships to promote standards and quality (QAA 2014). We have developed a shared understanding of mental health nursing based on the principles of recovery and person centre care and used a number of educational approaches to influence mental health nursing practice. No health without mental health (2011), Mental health measures (2010), Oman’s Health Vision 2050 (Ministry of Health 2014) and the World Health Organisations Mental Health Action Plan 2013-2020 (WHO 2013) provides a platform for collaborative working. In this presentation we will share our experiences of our partnership working and programme development (both undergraduate and post graduate) along with our blended teaching methods. In addition to the academic achievements of our students we have found partnership working has enabled a greater personal and cultural awareness for ourselves as lecturers and for our student

Training school teachers in Malawi about substance misuse and trauma: the need for a sustainable strategy

Purpose The World Health Organisation found depression to be the fourth leading cause of disability in Malawi (Bowie, 2006) with the prevalence of mental health need in children and young people in Malawi estimated between 10 and 30% (Kutcher et al., 2019). One option to address this was to provide schoolteachers with skills and knowledge related to mental health so they can better support children. There is generally a lack of evidence of the utility or feasibility of school-based mental health literacy programmes in low to medium income countries (LMIC). This paper aims to report on a project to train schoolteachers in Malawi on aspects of mental health. Design/methodology/approach The aim of this project was to determine the acceptability and feasibility of delivering a training initiative in Malawi to teachers to better enable them to recognise and cope with school children who had been exposed to trauma and substance misuse. Findings Feedback was generated through the use of a specifically designed pre and post measure, focus groups, interviews and observations of the teaching delivery. Practical implications Teachers found the training built on their existing knowledge and they requested further opportunities for training and consultation about how to manage difficult presentations. It was evident that teachers did not know how to access mental health care or support for children whose needs could not be met by schoolteachers alone. Originality/value For a sustainable improvement for children’s mental health care in this context, further training becomes valuable when located as part of a network of joined up health and educational services

Action learning: staff development, implementing change, interdisciplinary working and leadership

Action learning (AL) is a process that supports problem-solving by applying a questioning formula to challenge issues and prompt actions. Initially developed to support organisational change, AL is now recognised as a motivating and influencing process for team development, individual goal setting, change initiatives, quality improvement and leadership development. Learning from observation and practice is central to its approach, which lends itself to healthcare settings. It is especially useful to managers seeking to implement change, enhance quality and promote teamwork in multidisciplinary settings