Liminality in preregistration mental health nurse education: A review of the literature

• The concept of liminality is examined through critical review of literature.
• Liminality can be an unsettling and uncomfortable experience for students.
• An understanding of liminality can aid student mental health nurses and educators.
• Liminality can be expected as part of the transition into a professional role.
• Foreclosure of liminal experiences may prevent deep learning and role assimilation.

This paper provides an analysis of the anthropological concept of liminality in relation to undergraduate preregistration mental health nurse education, and considers implications both for students and nurse educators working in this field.A review of educational and professional literature was undertaken in order to clarify the concept of liminality within the context of nurse education to aid in understanding how nurse educators could maximise the potential of liminality within the mental health preregistration nursing programme, and to consider the relationship between liminality and the preparation of future mental health nursing practitioners.A survey of the findings and conclusions of the selected studies yielded two key areas in which the concept has an explanatory function: in relation to “threshold concepts” in nurse education and as a way of describing a stage in the development of a role and identity.Discussion of each of these areas points to suggestions for changes in the understanding of education and training for mental health nurses, particularly in the context of the United Kingdom.