Expert by experience involvement in mental health nursing education: The co‐production of standards between Experts by Experience and academics in mental health nursing

Horgan, Áine; Manning, Fionnuala; Donovan, Moira O; Doody, Rory; Savage, Eileen; Bradley, Stephen; Dorrity, Claire; O'Sullivan, Hazel; Goodwin, John; Greaney, Sonya; Biering, Páll; Bjõrnsson, Einar; Bocking, Julia; Russell, Siobhan; MacGabhann, Liam; Griffin, Martha; Vaart, Kornelis Jan van der; Allon, Jerry; Granerud, Arild; Hals, Elisabeth; Pulli, Jarmo; Vatula, Annaliina; Ellilä, Heikki; Lahti, Mari; Happell, Brenda

doi:10.1111/jpm.12605

Cited by 40 publications

(46 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, to enhance the effectiveness of education using consumer involvement, we highlight the need for consistent and systematic management, which should follow specific standards for consumers’ roles in educational interventions. Previous studies have highlighted the need for an integrated approach that provides support for the preparation of educational interventions related to consumer involvement and that enhances consumers’ understanding of the overall purpose and process of education with consumer involvement [ 27 , 46 ]. Furthermore, as highlighted by the recent COVID-19 pandemic outbreak, it may be necessary to consider more flexible approaches to education using consumer involvement, namely, media other than face-to-face interventions.…”

Section: Discussionmentioning

confidence: 99%

Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review

Kang

Joung

2020

IJERPH

View full text Add to dashboard Cite

This integrative review analyzed the research on consumer involvement in mental health nursing education in the last decade. We aimed to derive the main contents, methods, and outcomes of education using consumer involvement for mental health nursing students. We searched six electronic databases using English and Korean search terms; two authors independently reviewed the 14 studies that met the selection criteria. Studies on the topic were concentrated in Australia and some European countries; most of them used a qualitative design. The main education subject was recovery, and consumers tended to actively participate in education planning. Moreover, students’ perceptions about education using consumer involvement and people with mental health problems changed positively, as well as their experiences of participating in mental health nursing education. There is a lack of interest in the topic in Asian countries, including Korea. Thus, future studies in Asian countries are needed to conduct qualitative and in-depth explorations of students’ experiences regarding an educational intervention that uses consumer involvement as a tool rigorously designed for mental health nursing education. Consumer involvement can be an innovative strategy to produce high-quality mental health nurses by minimizing the gap between theory and practice in the undergraduate program.

show abstract

Section: Discussionmentioning

confidence: 99%

Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review

Kang

Joung

2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…Education must play an important role in ensuring nurses commence their professional practice with the qualities considered important to the profession itself and people using mental health services. Service user involvement in health professional education has been identified as an important strategy in facilitating development of a more humanistic understanding of people labelled with mental illness, and to promote recoveryoriented practice ( Service user involvement has, despite its positive benefits, been identified as commonly ad hoc and with generally confined short periods of classroom teaching (Happell et al 2015;Horgan et al 2020;Scanlan et al 2020). The perspectives and experiences of service users have, therefore, not influenced curricula in most instances.…”

Section: Introductionmentioning

confidence: 99%

‘Meet Me Where I Am’: Mental health service users’ perspectives on the desirable qualities of a mental health nurse

Horgan

Donovan

Manning

et al. 2020

Int J Mental Health Nurs

Self Cite

View full text Add to dashboard Cite

Nurses play a central role in the delivery of quality mental health services. Desired qualities of a mental health nurse, in particular therapeutic relationships, have been described in the literature, primarily reflecting the nursing paradigm. Service users’ perspectives must be more fully understood to reflect contemporary mental health policy and to recognize their position at the centre of mental health service delivery and to directly influence and contribute their perspectives and experiences to mental health nursing education. A qualitative exploratory research project was undertaken to inform and enhance understanding of what service users see as the desired qualities of a mental health nurse. The project was co‐produced by service users as experts by experience, and mental health nurse academics to ensure the service user perspective was privileged. This international project conducted in Europe and Australia included a series of focus groups with service users (n = 50). Data were analysed thematically. Being with me was a major theme identified and reflected the sub‐themes: respect towards service users as persons; empathy, compassion and effective communication; understanding service users; knowledge of services; and fostering hope and believing that recovery is possible. These qualities specifically reflecting the service user perspective must be central to mental health nursing curricula to facilitate the development of holistic care and recovery‐oriented practice. These findings were utilized to directly inform development of a co‐produced mental health nursing learning module, to maximize genuine service user involvement, and to fully realize the benefits of service user led education for undergraduate nursing students.

show abstract

“…It would appear that support should also be available to students. Co‐produced guidelines were designed to produce a positive environment for EBE positions to reach their full potential and provide the support they require in these pioneering roles (Horgan et al., 2020). These guidelines may address these challenges to some extent.…”

Section: Discussionmentioning

confidence: 99%

They are a different breed aren’t they? Exploring how experts by experience influence students through mental health education

Happell

O’Donovan

Sharrock

et al. 2021

Int J Mental Health Nurs

Self Cite

View full text Add to dashboard Cite

Experts by Experience (EBE) in mental health are increasingly becoming involved in the education of health professionals. In response, research findings suggest positive attitudinal change towards people who experience mental distress and enhanced appreciation of recovery and person‐centred approaches to practice. However, this growing body of evidence has not resulted in the broad adoption of these roles in academia. The perspectives of academics instrumental in implementing academic positions for EBE (referred to as allies) have not yet been articulated. Acknowledging this gap, the aim of this research was to explore experiences of allies involved in implementing EBE positions in academia regarding the impact of EBE led education on students. Qualitative exploratory methods were used involving in‐depth interviews with allies. Data were analysed thematically. Participants observed significant positive impacts on students, as evidenced through four themes: contextualized learning, enhancing reflection, feedback from the clinical field, and students’ own lived experience. The fifth sub‐theme, Challenging experiences were observed to potentially detract from the student experience in some instances. Overall, participants were very supportive of EBE involvement and were confident this approach produced more person‐centred and recovery‐oriented clinicians, with the skills, knowledge and attitudes needed to work as practitioners. These findings support previous research and suggest positive implications for clinical practice and for students with their own mental health challenges.

show abstract

Expert by experience involvement in mental health nursing education: The co‐production of standards between Experts by Experience and academics in mental health nursing

Cited by 40 publications

References 42 publications

Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review

Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review

‘Meet Me Where I Am’: Mental health service users’ perspectives on the desirable qualities of a mental health nurse

They are a different breed aren’t they? Exploring how experts by experience influence students through mental health education

Contact Info

Product

Resources

About