A Systematic Review and Meta-analysis of Recovery Educational Interventions for Mental Health Professionals

Abstract

The history of mental health care has been marked by various struggles in maintaining the dignity of service users. Some reform movements have started to use educational strategies aimed at the beliefs and attitudes of professionals, as well as changing the way that practice is carried out. This paper intends to systematically review and synthesize studies assessing awareness and training activities for mental health professionals covering aspects related to recovery, empowerment, and in general, rightsbased care to achieve full citizenship of mental health services users. We reviewed 26 articles and were able to include 14 of them in meta-analytic calculations. Our results at the qualitative level show an evolution of the literature towards better quality designs and focus on aspects related to the impact and maintenance of the effects of these training activities. Meta-analytic calculations found high heterogeneity but no risk of biases and low-to moderate effect sizes with a statistically significant impact on beliefs and attitudes but not on practices. The importance of this information in improving and advancing these educational activities is addressed.

Factors influencing the implementation of mental health recovery into services: a systematic mixed studies review

“…To date, systematic reviews in mental health recovery have focused on conceptualizing personal recovery [ 25 , 29 , 54 – 60 ], measurement instruments [ 28 , 61 , 62 ], conceptualizing recovery-oriented practice [ 63 ], and intervention effectiveness [ 64 – 66 ]. One review described what influences the implementation of peer support work specifically [ 67 ].…”

Beyond the moment: Influence of a co‐facilitated education intervention on practitioners’ recovery beliefs and practices

“…With the growing recognition of the limitations of recovery education that is decoupled from practice (Crowther et al . 2019; Eiroa‐Orosa & García‐Mieres 2019) and research indicating that there continues to be a tension between policies that espouse recovery and the lived realities of people using mental health services (Slade et al . 2008), finding workable solutions to enhance the development of recovery‐oriented mental health spaces remains a challenge.…”

“…However, systematic reviews have identified challenges with education approaches that are decoupled from the every‐day practice within the mental health services. Following a systematic review of recovery education, Eiroa‐Orosa and García‐Mieres (2019) concluded that while education activities made a moderate impact on the beliefs and attitudes of mental health professionals, the impact on practice was less evident. The authors of this review also suggest that although organizations were allocating funds to education, they prevented change by not providing real and tangible support for changes to be implemented and sustained within practice (Eiroa‐Orosa & García‐Mieres 2019).…”

Exploring recovery‐focused educational programmes for advancing mental health nursing: An integrative systematic literature review

“…2017; Warner 2010). They used recovery‐focused educational programmes (RFEPs) as a vehicle for knowledge, attitude, and behavioural change among healthcare providers towards a recovery orientation (Eiroa‐Orosa & García‐Mieres, 2019; Jackson‐Blott et al . 2019).…”

“…Recovery‐focused educational programmes (RFEPs) attempted to facilitate a cultural change through educating healthcare providers about the concept of recovery, its principles, and the evidence that support it with the participation of LEPs and consumer researchers (Eiroa‐Orosa & García‐Mieres 2019; Jackson‐Blott et al . 2019).…”