ArticleBMC nursing2025
The integration and associated challenges of Mental Health Competencies in Undergraduate Nursing Education: a scoping review.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed.
- Is Mental Health Nursing Facing a Slow Death or Clinical Excellence and Advancement? Future Perspectives for the Flemish Context (Belgium).Journal of advanced nursing · 2026Article
- Nurses' Experiences Caring for People Presenting to the Emergency Department With Mental Health Concerns.Journal of clinical nursing · 2026Article
- Nursing students' lived experiences during their first psychiatric clinical placement: a hermeneutic phenomenological study.BMC nursing · 2026Article
- Perceived Role Responsibility, Self-Efficacy, and Education Needs of School Nurses Providing Mental Health Services: A Nationwide Survey.The Journal of school health · 2026Article
- Study on the mediating effect of resilience between perceived stress and compassion fatigue in undergraduate nursing interns.BMC medical education · 2026Article
- Educating nursing students to meet the mental health needs of vulnerable populations: a narrative review.Frontiers in public health · 2026Review
- Assessing COVID-19-Related Psychological Distress: Validation of the AMICO Scale in Spanish Nursing University Students.Healthcare (Basel, Switzerland) · 2025Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEducational institutions play a pivotal role in meeting healthcare needs by educating future professional nurses and other healthcare professionals. However, nursing education encounters challenges such as insufficient competencies among undergraduates and a gap in theory-practice integration in the curriculum. This scoping review aimed to map out the existing literature on integrating Mental Health Competencies in undergraduate Nursing Education and associated challenges.
methodsThe electronic databases of CINAHL, MedLine "PubMed", Scopus, Science Direct, and Emerald Insight were searched for peer-reviewed articles on the subject, utilizing English search terms. Two authors independently reviewed the identified articles that met the inclusion criteria. The screening and selection process was conducted in the following phases: Firstly, the search results were imported into EPPI reviewer software, and duplicates were removed using the software's built-in function. Secondly, careful screening of the titles and abstracts of all imported studies was followed based on the inclusion criteria. Thirdly, the reference list of the identified articles was screened to foster a comprehensive coverage of evidence. Full-text screening was conducted for all the identified articles, and the research team carefully scrutinized this process.
resultsThe initial literature search generated 717 articles. Upon identification and careful screening, 17 eligible articles met our inclusion criteria. Two key themes were reported: Integrating Mental Health Competencies in Undergraduate Nursing Education and Challenges to integrating Mental Health Competencies in undergraduate Nursing Education.
conclusionThe findings of this scoping review indicated that various efforts are being made toward integrating mental health nursing into undergraduate nursing education. However, these efforts are constantly confronted by different challenges, such as societal stigma, patient behaviours, unequal student contributions in group work activities, and difficulties in understanding patients' symptoms. Meaningful efforts should be made towards addressing these challenges to prepare future nurses with the necessary mental health competence.
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