Development needs for mental health nurse training in sub-saharan africa: a scoping review of international trends in nurse education and proficiencies to identify capacity-building goals in low- and middle-income countries

Miller, Eula ORCID: https://orcid.org/0000-0002-0609-2634, Webb, Lucy ORCID: https://orcid.org/0000-0003-2580-3654, Biribonwa, Yedidah, Kagwala, Harriet and Marks, Stephen ORCID: https://orcid.org/0000-0003-0832-853X (2025) Development needs for mental health nurse training in sub-saharan africa: a scoping review of international trends in nurse education and proficiencies to identify capacity-building goals in low- and middle-income countries. Nurse Education in Practice, 85. 104385. ISSN 1471-5953

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Abstract

Aim: This scoping review aimed to evaluate existing international competencies, proficiencies and future trends for mental health nursing to assist capacity-building in sub-Saharan Africa. Background: Mental health nurses have a large role in meeting mental health needs in low- and middle-income countries. Improving mental health training curricula is important to achieving universal health coverage. This review of trends in international mental health nurse education aims to identify training needs in sub-Saharan Africa. Design: We used the Joanna Briggs Protocol for scoping reviews. Method: A systematic search used three electronic databases and websites were searched for grey literature from global organizations, national nursing councils and regulators and personal contacts used where data were hard to obtain. Data extraction focused on education standards, curricula contents, proficiencies and global health/nursing development. Pragmatic analysis entailed critical examination of findings relevant to a priori study objectives. Results: 31 documents were included: 9 for global health systems and workforce development, 22 for international nurse curricula and nursing proficiencies. We found agreement on need for improved nurse education and provision globally, but little focus on mental health nursing. Sub-Saharan African countries are developing mental health training in integrated competence-based programmes but some high-income countries were heavily behavioural and directive. Conclusion: Generic standards and curricula development may assist in task-shifting, but post-basic mental health specialism may make expertise less accessible in low resource settings. We caution against following high-income country trends until foundations in mental health are established.