‘I'm Not a Performing Monkey’: Reflections on the Emotional Experience of Developing a Collaborative Training Initiative Between Service Users and Lecturer

Gregor, Claire; Smith, Helen

doi:10.1080/02650530902723290

Cited by 14 publications

(4 citation statements)

References 7 publications

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“…Despite this, there remains a concern in practice and in the literature that repeated storytelling of illness narratives can have a detrimental impact on the psychological and emotional wellbeing of patients, carers and students (Gregor andSmith 2009, Jha et al 2009). Members of the PCC involved in this study did not report negative outcomes of involvement in relation to their health and wellbeing, with the exception of one participant.…”

Section: Discussionmentioning

confidence: 99%

“My way of giving something back”: Patient and carer experiences of involvement in medical education

Fielden¹,

O’Rourke²

2016

MedEdPublish

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BackgroundPatient involvement initiatives in medical education traditionally focus exclusively on the rationale, need, and potential benefits to learners in developing patient-centred practice. ObjectivesThis study explores the impact of involvement on patient educators working in medical education. MethodA mixed methods approach was used to generate data for content analysis. Participants completed a questionnaire (n= 49) and were then invited for a follow-up interview (n=20), both methods explored views on involvement, motives for taking part and the impact involvement has had on their lives. ResultsParticipants reported that they valued opportunities to take part in medical education. This provided a means to reflect on their health condition and patient experience; had perceived and real benefits for their health and wellbeing and provided an opportunity to educate students in ways which participants felt had wide-ranging benefits. ConclusionsThere is a need to further develop theoretical understandings of patient involvement in medical education. In adopting a Bourdieuian analysis of involvement the results of this study suggest there is a need both to prepare patient educators for involvement and to provide on-going support to enable individuals to realise the benefits of

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Section: Discussionmentioning

confidence: 99%

“My way of giving something back”: Patient and carer experiences of involvement in medical education

Fielden¹,

O’Rourke²

2016

MedEdPublish

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“…This was so that tokenism and poor practice would be avoided, namely involving service users without prior consideration of their role, the particular benefits/expertise that they could bring into the assessment process, their training needs. The complexity of the role of service user as educator has been highlighted by Gregor and Smith (2009): ... [the service users'] identity can be confusing for all parties, for they are neither a full time service user, nor social worker, nor full-time lecturer. This "either/or/neither/nor" can be projected on to the student group who may also become confused as to what role the service user is fulfilling.…”

Section: (A) Designing An Assessment Form For the Student Group Presementioning

confidence: 99%

Mark My Words! Service User and Carer Involvement in Social Work Academic Assessment

Skoura-Kirk

Backhouse

Bennison

et al. 2013

Social Work Education

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This paper discusses the involvement of service users in academic assessment as part of a second year module for social work undergraduate students at Canterbury Christ Church University in the UK. The three main tasks undertaken in partnership are detailed: designing an assessment form, assessment of student group presentations and assessment of a written reflective essay. The paper starts by identifying key questions raised by the assessor team before providing a critical commentary on the process, and identifying challenges and learning points. The experience emphasises the need for a more critical and searching approach towards service user involvement in social work education in academic assessment. Moreover, the team's experience suggests that such work is best achieved in the context of collaborative working relationships based on trust, with opportunities for team reflection and supported by training in academic assessment.

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“…This need has been highlighted in other studies as a prerequisite for sustainable cooperation (Beresford and Boxall 2013;Gallagher, Smith, and Hardy 2012). The emotional labour of SW education on users and carers may be hard to share with academic staff and needs to be supported from somewhere else, outside academy (Gregor and Smith 2009). Beresford and Boxall (2013) argue for a more collective involvement in SW education by user organizations to avoid individual 'isolated' user involvement under the control of the academy.…”

Section: Discussionmentioning

confidence: 99%

User and carer involvement in social work education: reasons for participation

Schön

2015

Scandinavian Journal of Disability Research

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In many countries, user involvement in social work (SW) education is common practice, while in other countries, initiatives for inclusion are currently expanding. No matter how far the progress of user involvement in education has come, issues on clarity, sustainability and accountability need to be addressed. In this paper, users' reasons for wanting to participate in SW education and the way they define their potential contribution are explored. These experiences can provide important information contributing to sustainable, meaningful, and accountable collaborations between users, university staff and students. Participants (n = 33) answered a questionnaire including demographic data and four open-ended questions about their expectations of participation in a SW programme at the University of Dalarna in Sweden. The results from the open-ended questions were analysed using qualitative content analysis. Results show that users' main reasons for wanting to get involved were to contribute through sharing their lived experience of SW education, to help improve services and also to obtain respect for their own personal knowledge and experience. The respondents described themselves both as carriers of valuable knowledge and as accountable experts on the subject.

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‘I'm Not a Performing Monkey’: Reflections on the Emotional Experience of Developing a Collaborative Training Initiative Between Service Users and Lecturer

Cited by 14 publications

References 7 publications

“My way of giving something back”: Patient and carer experiences of involvement in medical education

“My way of giving something back”: Patient and carer experiences of involvement in medical education

Mark My Words! Service User and Carer Involvement in Social Work Academic Assessment

User and carer involvement in social work education: reasons for participation

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