Design, Delivery and Evaluation of Teaching by Service Users and Carers

Benbow, Susan M.; Taylor, Louise; Mustafa, Nageen; Morgan, Kathleen

doi:10.1080/03601277.2011.559849

Cited by 14 publications

(16 citation statements)

References 1 publication

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“…Hence, encounters which challenged those beliefs appeared particularly effective in eroding those cognitive boundaries, as some learning theories would suggest (Mezirow, 2000). Consistent with previous research (Benbow et al, 2011;Tew et al, 2012), being able to empathise and identify seemed to normalise human distress. The finding that participants found it helpful to hear about experiences of distress from service users and carers who were able to offer their own reflections on them, resonates with the importance being placed on the role of reflection in learning (Kolb, 1984;Mezirow, 2000).…”

Section: Discussionsupporting

confidence: 89%

“…Five studies explored the learning experiences of students in the context of involvement in mental health education qualitatively (Benbow et al, 2011;Happell and Roper, 2003;O'Reilly et al, 2012;Rush, 2008;Tew et al, 2012). With regard to changes in attitudes and practice, students reported that involvement made them see the person instead of the problem, broke down 'them-and-us' barriers, and helped understand service users and carer perspectives.…”

Section: Empirical Supportmentioning

confidence: 99%

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Learning from service user and carer involvement in clinical psychology training

Schreur

Lea

Goodbody

2015

The Journal of Mental Health Training, Education and Practice

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Purpose – The purpose of this paper is to build a theoretical model of how and what clinical psychologists learn from service user and carer involvement in their training. Design/methodology/approach – A qualitative research design was adopted, and verbatim transcripts of semi-structured interviews conducted with 12 clinical psychologists were analysed using grounded theory methodology. Findings – Findings indicated that clinical psychologists learned from service user and carer involvement in a variety of ways and a preliminary model was proposed, encompassing four main categories: “mechanisms of learning”, “relational and contextual factors facilitating learning”, “relational and contextual factors hindering learning” and “impact”. Research limitations/implications – Further research is required to establish to what extent the current findings may be transferrable to learning from service user and carer involvement in the context of educating professionals from other disciplines. Additionally, participants had limited experiences of carer involvement, and more research in this area specifically would be useful. Practical implications – This study advocates for service user and carer involvement in clinical psychology training, and specific recommendations are discussed, including service user perspectives. Originality/value – Service user and carer involvement has become mandatory in Health Care Professional Council-approved training programmes for mental health professionals, yet if and how learning occurs is poorly understood in this context. This study makes an important contribution in evaluating outcomes of service user and carer involvement in clinical psychology training by advancing theoretical understanding of the learning processes involved. The authors are unaware of similar work.

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Section: Discussionsupporting

confidence: 89%

Section: Empirical Supportmentioning

confidence: 99%

Learning from service user and carer involvement in clinical psychology training

Schreur

Lea

Goodbody

2015

The Journal of Mental Health Training, Education and Practice

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“…One study reviewed the involvement of users of an older people’s mental health service in delivering education and training for professionals (Benbow et al , 2011). This initiative was based at the Centre for Ageing and Mental Health at Staffordshire University and was firmly focused on services for older people (including health and social care, and housing).…”

Section: Involvementmentioning

confidence: 99%

“…Services run by and for older people provide a safe space where age is a common characteristic rather than a mark of difference. Education and training initiatives, such as the one based at Staffordshire University (Benbow et al , 2011), actively help to challenge any potential discrimination among health and social care professionals.…”

Section: Impact Of Involvement On Mental Health In Later Lifementioning

confidence: 99%

Improving mental health in later life: the role of service user involvement

Crepaz‐Keay

2016

QAOA

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Purpose The purpose of this paper is to describe service user involvement, explain some of the key issues that define, affect or protect mental health in later life and show how involvement may contribute to better mental health in later life. Design/methodology/approach The paper reviews existing definitions of involvement and mental health in later life; provides a more detailed review of some examples of involvement at a range of levels and illustrates how these could have a positive impact on mental health. Findings Active involvement and engagement at all levels offers significant opportunities for older people to protect and improve their own mental health and the mental health of society as a whole. Research limitations/implications This research does not set out to promote any particular intervention or involvement technique. The examples given have been evaluated in a variety of ways. Practical implications Service user involvement should be considered as an important potential contributor to mental health in later life. Social implications The paper encourages people in later life to be considered as a community resource rather than a problem that needs to be solved. Originality/value This paper brings together existing research with a focus on the relationship between involvement and individual and collective mental health.

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“…This research focuses on a comparative analysis of digital media (audio versus film for example) and the ability of each to convey realism and authenticity. Co-production in nurse education is said to enhance learning and the inclusion of people with lived experience of mental health problems and family caregivers of people with mental health problems in nurse education is embedded in policy from an international perspective (Benbow, Taylor, Mustafa, & Morgan, 2011;Happell, Moxham, & Platania-Phung, 2011). Two co-productive, facilitated workshops that included second and third year mental health student nurses, people with lived experience and family caregivers, provided the data for this research.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of realism in digital scenarios: A mixed methods descriptive study

Conlon

McIntosh

2020

Nurse Education in Practice

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Enquiry-based learning is a well-recognised tool in nurse education internationally. It is a pedagogical activity formed around the construction of a 'scene' that provides a platform for critical enquiry. A growing range of technologies are now used to simulate real-world enquiry.However, the characteristic of authenticity is essential for effective learning. The aim was to create a stakeholder group to explore the quality and presence of authenticity in scenarios presented through digital media. A co-productive active learning approach explores perceptions of authenticity using an authenticity scale. Stakeholder facilitated workshop discussions explored perceptions of the educational scenarios. Participants included mental health nursing students, people with lived experience and family caregiver. A mixed-methods descriptive study using the adapted authenticity scale to rate four exemplar scenarios along with thematic analysis of workshop discussions. We found digital audio compared less well to visual media in authenticity scales. Still photobook style images were also perceived as less authentic than dramatic film employing professional actors. Digital media must be selected carefully not just in relation to the education needs of the student but in relation to their social, cultural norms and digital skills. Creating digital scenarios co-productively could contribute to a teaching resource that holds authenticity and real-world relevance. (198)

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Design, Delivery and Evaluation of Teaching by Service Users and Carers

Cited by 14 publications

References 1 publication

Learning from service user and carer involvement in clinical psychology training

Learning from service user and carer involvement in clinical psychology training

Improving mental health in later life: the role of service user involvement

Perceptions of realism in digital scenarios: A mixed methods descriptive study

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