There are wide differences in the quality and content of mental health nurse education throughout Europe. These are evident in the course structures, emphasis and specific content. This diversity between programmes creates possibilities for countries to learn from one another and to share and benefit from the diverse approaches. These concerns, challenges and development needs of mental health practice form the basis for the EU- funded eMenthe-project (2013-2016) which aims to enhance Master’s level education in mental health practice by developing eLearning materials through a European co- operation. To this end, seven European universities from Finland, Ireland, Sweden, United Kingdom and the Netherlands have commenced a collaboration to enhance Master’s level education in mental health practice - eMenthe.

The project’s aim is to develop eLearning materials with an action research approach in collaboration with Master’s level students from these universities and associated partners from clinical practice. eLearning materials on three central themes: recovery, mental health promotion and prevention, the role of families and caregivers will be launched for students in Master’s level and clinical practice to use. These themes were agreed as common issues of concern for all partners prior to the application process.

During first phase, stakeholders were interviewed (N=139), including master level students, experienced psychiatric nurses, managements persons working in psychiatric care, service users and next of kins. The data was structured from a general point and also from a lifespan perspective, such as child and adolescence, adults and elderly. The analysis used a qualitative and descriptive design, using a brief manifest content analysis to examine patterns, themes and subthemes to achieve an understanding of the meaningful content focusing on nursing master levels. During the final year of the project (2016) eLearning materials will be made available to students undertaking Master’s level education and professional nurses working in clinical practice. This dual approach to dissemination will support the professional competencies of practitioners as well as academic progression.