In order to effectively integrate mental health and addiction competencies into entry-level nursing curricula—and contribute to an environment that supports knowledge integration—it is important that faculty evaluate existing curricula content and engage in a personal self-assessment of mental health, illness and addiction knowledge to understand strengths and areas for improvement.

This resource provides two assessment tools, each designed to assist with identifying and addressing gaps in existing educational content, knowledge and skills. Both assessment tools have no demonstrated psychometric properties and are intended to support, stimulate and advance the ongoing development of nursing education in mental health and addiction.

• The Curriculum Assessment Gap Analysis Tool enables the assessment of content, structures and processes within current curricula in relation to the CASN/CFMHN entry-to-practice domains and competencies. The tool also assesses associated knowledge, concepts, attitudes and skills pertaining to the promotion of mental health and the prevention, assessment and management of mental illness and addiction across the lifespan.
• The Educator Self Assessment Tool enables the personal evaluation of educators knowledge and skills required for teaching and promoting mental health and for assessing, preventing and managing mental illness and addiction.

These tools are most useful to curriculum development committees to promote the integration of mental health content, concepts, attitudes and skills across all courses in the undergraduate SEC. 2 nursing program, and to nursing faculty and educators for assessment and integration of and within individual courses.

This tool aims to assist educators with evaluating existing curricula for integration of the knowledge and skills related to the use of CASN/CFMHN Entry-To-Practice Mental Health and Addiction Competencies (2015) and the content related to the RNAO Nurse Educator Mental Health and Addiction Resource in the following domains:

• Professional responsibility and accountability
• Knowledge-based practice
• Ethical practice
• Service to the public
• Self-regulation

INSTRUCTIONS: On the assessment tool (on page 19) indicate whether students are currently learning and applying the following theory, skills and tools, list courses where this is applied or planned to be applied and outline course learning objectives that align with the application and/or tool. At the end, develop an action plan to address gaps.

INSTRUCTIONS: Evaluate personal knowledge and skills regarding mental health and addiction in nursing education and practice with the following Self-Assessment Tool (on page 30). At the end, add up the score for each section and then the total score. See scoring guide at the end for assessing strengths and weaknesses. 

Mental health overview ............................................................................................................................................ /45
Mental health and illness approaches.............................................................................................................. /25
Professional responsibility and accountability............................................................................................ /25
Ethical practice............................................................................................................................................................. /20
Service to the public.................................................................................................................................................. /15
Self-regulation.............................................................................................................................................................. /20
TOTAL ...................................................................................................................................... /150 

There is great potential for ongoing learning and future growth.

Next steps:

• Knowledge development should be a priority. Recommend self-study, beginning with resources listed in this toolkit, RNAO Best Practice Guidelines and associated resources.
• Seek supervision and assistance from peer mentors with more advanced expertise.
• Solicit student feedback and guidance.
• Develop a personal learning plan that focuses on key knowledge domains.
• Use this resource to guide learning plans.

Continue to build on base knowledge and skills, and develop teaching practice.

Next steps:

• Recommend self-study focused on knowledge gaps and peer learning with more expertise.
• Develop confidence in testing out innovative, evidence informed approaches.
• Use RNAO Best Practice Guidelines and associated resources as well as this resource to build capacity.

Continue to seek challenging opportunities to maintain and advance knowledge.

Next steps:

• Be sure to share knowledge and experiences with peers.
• Engage in leadership activities.
• Offer support and encouragement to faculty with novice and intermediate-level expertise.