ArticleInternational journal of mental health nursing2026
The Development of a New Mental Health Pre-Registration Nursing Curriculum: Reclaiming Professional Identity and Field Specific Content.
Article in International journal of mental health nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Methodological Concerns About a Mental Health Nursing Curriculum Redesign: A Call for Empirical Evidence and Statistical Transparency.International journal of mental health nursing · 2026Article
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This paper outlines the design and development of a 3-year undergraduate pre-registration mental health nursing curriculum in the United Kingdom. It resists the trend towards generic nurse education, reclaims mental health field-specific identity and equips future nurses with the knowledge, skills and values to meet the complex mental health needs of contemporary populations. International literature reflects growing concern over the dilution of mental health nursing knowledge and the erosion of professional identity, largely attributed to generic curriculum models and standardised regulatory frameworks. Critics argue that the dominance of adult-centric education compromises field-specific learning, perpetuating a theory-practice gap and leaving graduates underprepared for mental health practice. Calls for reform have intensified globally, yet practical examples of curriculum redesign to address these issues remain limited. Issues were approached through a comprehensive review and redesign of the current mental health nursing curriculum considering relevant pedagogical theory and international critiques of genericism in nursing education. The authors, as academic leads for the curriculum redesign, embedded field-specific modules, innovative assessments, restorative supervision and mental health-focused simulation. Heutagogy informed the pedagogical framework, aiming to produce self-determined, critically reflexive practitioners. The redesigned curriculum challenges genericism and reinstates mental health-specific content, with assessments and simulations contextualised to authentic practice. This approach strengthens professional identity, reduces reliance on artificial intelligence generated work through dialogical assessments and promotes critical thinking essential for ethical, person-centred care. Future evaluation will focus on student retention, satisfaction and preparedness for practice.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.