Last year academics at Swinburne University of Technology and Monash University looked at whether competency-based training can meet the mental health training needs of enrolled nurses – and they make some interesting observations.
They start their article with the clear statement that Australia’s health system is under pressure from an ageing population, rising levels of chronic illness, and a growing need for mental health support. In Does Australia’s competency-based training meet the mental health training needs of enrolled nurses? the authors ask a timely question for the VET sector: are we equipping enrolled nurses with the right skills for the realities they will face?
The Diploma of Nursing is a crucial workforce pipeline, but the authors argue that speed and efficiency of delivery are not enough if graduates are stepping into emotionally complex, high-stakes environments without the depth of preparation they need. They therefore look at the additional mental health units of competency which are available for enrolled nurses and ask if competency based training, because of its focus on clearly defined skills and knowledge, can help learners prepare for what is needed to provide effective mental health support health. That is, while the Health training package may cover the required competencies, the authors are concerned that the way competencies are taught and assessed can limit deeper learning.
Two of the authors are health experts and they argue that mental health care demands strong communication, critical thinking, emotional intelligence and clinical reasoning skills – which should be developed through experience, reflection and supported practice. If assessment focuses mainly on observable technical performance, the researchers express concerns that students may meet the requirements on paper but without feeling fully prepared for the relational and decision-making demands of real mental health settings.
One practical solution they offer is simulation-based education, particularly using trained “Simulated Persons” who act as patients in realistic scenarios. This is a valid teaching approach specified in various mental health units but they specifically suggest allowing students to practise challenging conversations, de-escalation techniques and clinical judgement in a safe, structured environment.
For the VET sector, the article is less a criticism and more a call to evolve. As demand for mental health care continues to grow, the question is not whether competency-based training works, but whether it is being implemented in ways that truly prepare students for complex practice.
