S36: PANEL PRESENTATIONS: Peer Workforce (Tertiary Education)

Go back to Resource Library
By December 2, 2022 No Comments

Authors: Denise McGarry, Kerry Reid-Searl, Shep Chidarikire, David Lees, Russell James, Cassidy Dobson, Daniela Spilkin, Tina Ung, Claire O'Reilly, Rebekah Moles, Sarira El-Den, Aileen Lane, Diana Jefferies, Randolfo Obregon, Chelsea Evans, Daniela Spilkin

Year: 2022

Event: 2022 TheMHS Conference

Subject: education, lived experience, workforce

Type of resource: Conference Presentations and Papers

Abstract: PANEL PRESENTATION: Embedding Mask-Ed into online undergraduate nursing mental health education
Denise McGarry, Kerry Reid-Searl, Shep Chidarikire, David Lees, Russell James, Cassidy Dobson

It has been established that few students enter undergraduate nursing programs intent upon pursuing a career in mental health nursing (Happell et al. 2014). Student nurses struggle to engage or see relevance in their mental health study (Sharrock, Happell & Jeong 2022).
Mental health is established (embedded) within the Australian Nursing and Midwifery Accreditation Committee (ANMAC)’s expectations for undergraduate nursing curriculum. Its format and means of inclusion is determined by individual Universities and Schools of Nursing.(Australian Nursing & Midwifery Accreditation Council (ANMAC) 2019).
Mask-Ed is an award-winning simulation pedagogy (Roberts & Buchanan 2012) being adopted into the UTAS U/G nursing curriculum. The use of carefully crafted characters within the learning and teaching is an engaging technique that students have reported as making sense of their learning in a memorable manner (Bridgman & Hughes 2021).
As a frequently marginalised aspect of curriculum and as a predominantly relational in focus, mental health curriculum can stand in distinction to other aspects of the curriculum. Sharing the Mask-Ed pedagogy offers an opportunity to integrate mental health nursing more into the students’ learning. However, the use of such simulation represented significant challenges in maintaining the recovery-orientation, respectful and human-rights focus desired.

PANEL PRESENTATION: Designing and delivering postgraduate scholarships for the mental health workforce
Daniela Spilkin

The Royal Commission into Victoria’s Mental Health System (Royal Commission) recognised postgraduate scholarships as a useful part of its workforce reform package, a mechanism to provide development opportunities and grow the capability and capacity of Victoria’s mental health and wellbeing workforce. In 2021, the Victoria’s Mental Health and Wellbeing Division (the division) offered 140 scholarships to cove the full course fees for nurses enrolled in a Graduate Diploma of Mental Health Nursing (or contribute to a Masters). This program was repeated in 2022, leading to 149 scholarships being offered to successful applicants. This presentation will explain the ways in which the division set about establishing and implementing these scholarships, including their design, promotion, administration, assessment and impact. The presentation will also explain how this scholarship program has since been replicated for other workforce cohorts, including psychologists, social workers and occupational therapists working in state-funded services.

PANEL PRESENTATION: Partnering with people with lived experience to design and deliver pharmacy education
Tina Ung, Claire O'Reilly, Rebekah Moles, Sarira El-Den

Pharmacists need supportive education and training to confidently provide mental healthcare. Simulated patient role-plays with immediate performance feedback and debrief allow pharmacy students to practise mental health skills in safe learning environments before entering the workforce. People with lived experience have been involved in educating and assessing pharmacy students, which benefits both students and consumers themselves. While people with lived experience have facilitated delivery of mental health education, little research explores their involvement in its design.
This presentation aims to showcase pharmacy educators' partnership with people with lived experience in co-design, content validation and evaluation of simulated patient role-plays of mental health scenarios.
Three simulated patient scenarios were co-designed by people with lived experience and researchers. These were content validated by mental health consumers and professionals, then face validated through pilot-testing and evaluation in the classroom with pharmacy students. Scenarios were enacted by trained actors with a student, while a consumer educator and pharmacy tutor observed. Immediate performance feedback and debrief discussions followed, between role-playing and observing students, pharmacy tutors and consumer educators.
Partnering with people with lived experience enabled the development and delivery of authentic educational material, supporting the contribution of future pharmacists to mental healthcare.

PANEL PRESENTATION: Changing mental health practice across all clinical settings through undergraduate nursing education
Aileen Lane, Diana Jefferies

This paper will discuss changes to the mental health undergraduate nursing and midwifery subject that was implemented in 2020 at Western Sydney University. The aim of the changes was to broaden the scope of mental health education to include nurses and midwives working in any clinical area across any health service by embedding the principles of Recovery and Trauma Informed Care. The process was to collaborate with consumers so that future nurses and midwives could hear the voices of a person with mental ill health and feel confident when caring for this person, thereby breaking down barriers caused by stigma and discrimination. By hearing how a consumer described their journey enabled students to consider how they would develop a therapeutic relationship based on empathy and compassion. Also, by further collaborating with other subject coordinators, mental health was embedded in clinical units, so that students understood how mental ill health affected a person who was physically unwell. In short, the changes to mental health education challenged students’ pre-conceived ideas about mental health so that all consumers, in all clinical settings could receive holistic and person centred care.

PANEL PRESENTATION: New Mental Health Prequalification Employment Program for students of nursing, allied health and Medicine students
Randolfo Obregon, Chelsea Evans, Daniela Spilkin

In 2021, the Victorian mental health pre-qualification employment programs was launched for students of nursing, allied health (Social work, Occupational therapy and Psychology) and Medicine in Victoria’s specialist public mental health services
The program has enabled 10 mental health services the opportunity to:

· Build the capacity to attract a soon-to-be-qualified workforce to choose a career in mental health and promote them as the employer of choice.

· Provide prequalification staff with experience and exposure to working in a community mental health program. and develop an interest in mental health as a career option.

· Implement a program that counteract stigma around working in mental health by enabling students to engage with and support mental health consumers, and their families and carers at different stages of recovery, including gaining experience of working in community mental health programs.

· Enhance readiness and motivation of participants to apply for graduate and post-grad positions in mental health

The program is in its second year of implementation, with a range of learnings and success stories regarding attraction and onboarding of students, career pathways and scope of practice.
This presentation will showcase the design and rollout of the program, and highlight issues and solutions, as well as service and student supports created to enable the program to take place.

This resource is only available for subscribers. If you have a subscription, please log in. Otherwise, click here to purchase a subscription.