Cancers are a leading cause of death worldwide. People with mental illness are 30 % more likely to die from cancer than the general population. One reason for this may be low uptake of nationally offered cancer screening tests by people with mental illness. We aimed to identify barriers and facilitators for breast, cervical and bowel cancer screening uptake by people with mental illness in order to inform interventions to promote equal access. The interview study was conducted in both urban and rural settings. The study was informed by the Theoretical Domains Framework, using framework analysis and triangulation across participant groups. Participants included 45 mental health service users (service users) eligible for cancer screening, 29 mental health professionals and 11 professionals involved in cancer screening. Themes emerging from the data that affected uptake included knowledge of screening programmes by both service users and healthcare providers; knowledge of, and attitudes towards, mental illness; health service-delivery factors; service users’ beliefs and concerns about cancer screening, and practical issues. These are relevant to different stages of the screening process. Service users do not receive invitations to screening or cancer testing kits if they are admitted to hospital. They are not routinely invited for screening if they are not registered with a general practitioner (GP). Lack of integrated care means that mental health staff do not know if someone is overdue for a test and cancer screening is often not considered during health promotion. Barriers including information processing problems, the extent to which the screening process aggravates symptoms, poor staff client relationships and travel difficulties vary between individuals. Screening professionals are motivated to help, but may lack time or training to manage mental health needs. Reactive measures are available, but service users must request help which they may find difficult. There are specific barriers to cancer screening uptake for mental health service users that prevent equality of care. Interventions that can be personalised are needed at individual, policy and service-delivery levels. Primary and secondary care staff and policy-makers should work together to develop an integrated approach to cancer screening in this population.

Purpose: The purpose of this paper is to examine how faculty staff on health and social care programmes support students with mental health issues.Design/methodology/approach: The study used a qualitative survey design to gain in-depth information on faculty staff experiences. Seventy-one faculty staff at two universities in the South East of England out of an eligible population of 115 staff responded to an anonymous online questionnaire which were thematically analysed.Findings: The findings indicated that faculty staff faced uncertainties in providing support to students with mental health needs. They reported tensions between their academic, professional and pastoral roles. There was a wide recognition that supporting students was physically and emotionally demanding for faculty staff and especially challenging when their roles and expectations were unclear. This was compounded by lack of explicit guidelines and an apparent severed connection between faculty staff and student support services.Practical implications: A need for clearly defined roles and responsibilities for faculty staff in supporting students with mental health needs including a review of their pastoral role were identified. The study reinforces the need for effective collaborative arrangements and collective decision making and clearer procedures in the planning and implementation of students' personal support plans. A concerted effort into adopting a transpersonal approach which incorporates mental health staff awareness training, restorative spaces for reflection and supportive pathways for faculty staff are recommended.Originality/value: This paper provides rare empirical evidence of faculty staff views on their role in supporting students with mental health needs on health and social care programmes.

An increasing number of students with a pre‐existing mental health condition are enrolling on preregistration mental health nursing programmes. The challenges faced by these students in managing the demands of the programme have not been fully explored. Mental health and well‐being is an integral part of providing a healthy university in which students can flourish. The purpose of the study was to explore how students with an underlying mental health issue manage the demands of the mental health nursing programme. The outcomes of the study are aimed at informing inclusive teaching and learning and current student support provision. Ethics approval was given. Students from two universities in South East England who met the criterion of having a pre‐existing mental health condition when enrolling on the mental health preregistration nursing programme were invited to take part. Nine students took part in the study. Using an interpretative descriptive design, 1:1 face‐to‐face, audio‐taped, semistructured interviews were undertaken. The data were analysed using a framework approach, and this revealed four main themes: timing of disclosure; managing lived experience in learning environments; students’ coping mechanisms, and experience of support. Recommendations for practice was that approved education institutes (AEIs) should ensure they have a robust, inclusive practice by implementing strategies to develop these students’ resilience, and enhance their learning and the current support provisions. This will ensure the barriers to disclosing their mental health conditions are recognized and minimized to enable these students to fully contribute to their own learning and teaching experience.

Self-care is a complex concept that incorporates various strategies designed to promote personal wellbeing and prevent illness, which is a critical need in nursing given the profession’s inherent stressors. The physical, emotional, spiritual, and psychological demands placed on nurses can significantly influence their wellbeing and the quality of care they provide. Yet, professional accountability and responsibility for self-care remains contested within the profession. To support a healthier and more sustainable healthcare workforce, Approved Education Institutions (AEIs) delivering pre-registration nursing programmes can play a pivotal role in embedding self-care ethos and practices into the nursing curricula. Grounded in educational psychology and drawing on insights from related theories, this paper explores barriers to self-care, proposes actionable interventions, and advocates for its integration as a cornerstone of nursing education.

Seclusion is an intervention used as a safety measure to manage patients who are violent, show disturbed behaviour and who pose a risk of harm to others (Department of Health 2015). However, it is perceived as a contentious practice and, with the move towards treating people with mental health issues in the least restrictive environment, it has received much criticism. Consequently, there has been considerable debate about its therapeutic value and a call for it to be phased out. This article outlines the purpose of seclusion, and examines evidence on its use in adult mental health settings and its effect on nurses and patients, with emphasis on the interpersonal nature of nursing care during this intervention.