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Workforce planning and education: Mapping competencies, skills and standards in mental health

Charles Musselwhite Orcid Logo, Dawn Freshwater

Nurse Education Today, Volume: 26, Issue: 4

Swansea University Author: Charles Musselwhite Orcid Logo

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DOI (Published version): 10.1016/j.nedt.2005.10.009

Abstract

This paper aims to identify and critically analyse the provision and commissioning of relevant training for multidisciplinary mental health practitioners in the South West region of England. Data were collected from 45 education and training providers across the region. A total of 132 courses were e...

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Published in: Nurse Education Today
ISSN: 0260-6917
Published: 2006
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URI: https://cronfa.swan.ac.uk/Record/cronfa14675
first_indexed 2013-07-23T12:12:40Z
last_indexed 2019-06-14T19:17:53Z
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spelling 2019-06-14T11:47:49.3946494 v2 14675 2013-04-23 Workforce planning and education: Mapping competencies, skills and standards in mental health c9a49f25a5adb54c55612ae49560100c 0000-0002-4831-2092 Charles Musselwhite Charles Musselwhite true false 2013-04-23 HSOC This paper aims to identify and critically analyse the provision and commissioning of relevant training for multidisciplinary mental health practitioners in the South West region of England. Data were collected from 45 education and training providers across the region. A total of 132 courses were examined through analysis of a questionnaire and a further 82 courses were studied in more depth through interviews and focus groups, alongside a textual analysis of course documents. Data generated from the analyses were mapped against the competencies and skills outlined in The Capable Practitioner [SCMH, 2001. The Capable Practitioner, Sainsbury Centre for Mental Health, London.] document and National Occupational Standards for Mental Health [Skills for Health, 2004. National Occupational Standards for Mental Health. Available from: <http://195.10.235.25/standards_database/index.htm> (last accessed 17.11.04).]. The findings confirmed that significant gaps exist in training and education. While some aspects of The Capable Practitioner and National Occupational Standards for Mental Health are covered well by courses provided for mental health practitioners in the region, other aspects are missed completely. Recommendations are made for further research, with the suggestion of using an action research and co-operative enquiry method to identify with participants if courses should be developed to cover these areas or if the standards themselves should be adapted. Reflections on the methodological framework and subsequent limitations of the study are outlined. Journal Article Nurse Education Today 26 4 285 0260-6917 Workforce; Standards; Skills; Mental health training and education 31 5 2006 2006-05-31 10.1016/j.nedt.2005.10.009 COLLEGE NANME Health and Social Care School COLLEGE CODE HSOC Swansea University 2019-06-14T11:47:49.3946494 2013-04-23T15:46:21.0042899 Faculty of Medicine, Health and Life Sciences The Centre for Innovative Ageing Charles Musselwhite 0000-0002-4831-2092 1 Dawn Freshwater 2
title Workforce planning and education: Mapping competencies, skills and standards in mental health
spellingShingle Workforce planning and education: Mapping competencies, skills and standards in mental health
Charles Musselwhite
title_short Workforce planning and education: Mapping competencies, skills and standards in mental health
title_full Workforce planning and education: Mapping competencies, skills and standards in mental health
title_fullStr Workforce planning and education: Mapping competencies, skills and standards in mental health
title_full_unstemmed Workforce planning and education: Mapping competencies, skills and standards in mental health
title_sort Workforce planning and education: Mapping competencies, skills and standards in mental health
author_id_str_mv c9a49f25a5adb54c55612ae49560100c
author_id_fullname_str_mv c9a49f25a5adb54c55612ae49560100c_***_Charles Musselwhite
author Charles Musselwhite
author2 Charles Musselwhite
Dawn Freshwater
format Journal article
container_title Nurse Education Today
container_volume 26
container_issue 4
publishDate 2006
institution Swansea University
issn 0260-6917
doi_str_mv 10.1016/j.nedt.2005.10.009
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str The Centre for Innovative Ageing{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}The Centre for Innovative Ageing
document_store_str 0
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description This paper aims to identify and critically analyse the provision and commissioning of relevant training for multidisciplinary mental health practitioners in the South West region of England. Data were collected from 45 education and training providers across the region. A total of 132 courses were examined through analysis of a questionnaire and a further 82 courses were studied in more depth through interviews and focus groups, alongside a textual analysis of course documents. Data generated from the analyses were mapped against the competencies and skills outlined in The Capable Practitioner [SCMH, 2001. The Capable Practitioner, Sainsbury Centre for Mental Health, London.] document and National Occupational Standards for Mental Health [Skills for Health, 2004. National Occupational Standards for Mental Health. Available from: <http://195.10.235.25/standards_database/index.htm> (last accessed 17.11.04).]. The findings confirmed that significant gaps exist in training and education. While some aspects of The Capable Practitioner and National Occupational Standards for Mental Health are covered well by courses provided for mental health practitioners in the region, other aspects are missed completely. Recommendations are made for further research, with the suggestion of using an action research and co-operative enquiry method to identify with participants if courses should be developed to cover these areas or if the standards themselves should be adapted. Reflections on the methodological framework and subsequent limitations of the study are outlined.
published_date 2006-05-31T06:28:23Z
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score 10.966008

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