Abstract
The presentation reports upon a study addressing the issue of nursing graduates lacking essential skills for mental health nursing practice, with a particular focus on non-stigmatising language. The research aimed to identify barriers in addressing students’ pre-conceived assumptions, which influence the promotion of recovery-oriented language, through the examination of reflective journals from mental health placements.
Using a qualitative exploratory approach, second-year undergraduate student reflections from acute mental health placements were content-analysed. Thematic analysis revealed four main themes: anxiety related to preconceptions of mental health facilities and consumers, uncertainties in communication, perceptions of the mental health nurse's role, and challenges in using recovery-oriented language.
The findings highlight the crucial role of language in promoting equity and diversity in mental health services. Students’ reflections reinforce the ongoing difficulty in employing non-stigmatising, recovery-oriented language, indicating a need for further research to explore effective strategies in achieving this goal. Additionally, students’ concerns align with previous research, emphasising the impact of preconceived assumptions on mental health, and the challenges in embracing diversity within the nursing environment.
This study contributes to the ongoing discourse on enhancing mental health nursing education by emphasising the importance of language in advancing equity and diversity. By linking the promotion of non-stigmatising, recovery-oriented language to the broader goals of equity and diversity, this research aimed to ensure that mental health services provide inclusive care for all individuals.