Mental health consumers and caregivers as instructors for health professional students: a qualitative study

O’Reilly, Claire; Bell, J. Simon; Chen, Timothy

doi:10.1007/s00127-011-0364-x

Cited by 51 publications

(92 citation statements)

References 38 publications

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“…15 Therefore, it is undoubtedly important that pharmacists should create opportunities to foster empathetic behaviour toward the patients and learn to develop empathy in order to provide compassionate, patient-centered care. 6 At present, fostering and promoting empathy are believed ethical imperatives, and have been carried through the medical 16 and pharmacy 17,18 education to facilitate the interpersonal and philosophical development of healthcare students. The importance of displaying empathy during all healthcare interactions has been recognized and integrated in American pharmacy education.…”

Section: Introductionmentioning

confidence: 99%

Empathy In Chinese Pharmacy Undergraduates: Implication for Integrating Humanities Into Professional Pharmacy Education

Li¹,

Wang²,

Hu³

et al. 2015

IJPER

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At present, fostering and promoting empathy, an important humanistic quality, are believed ethical imperatives, and should be carried through the pharmacy education to facilitate the interpersonal and philosophical development of healthcare students. A cross-sectional study used the JSE-HPS (Jefferson Scale of Empathy-Health Profession Student version) to assess 263 Chinese pharmacy undergraduates from 1 st to 4 th year at Wuhan University of Science and Technology. Attached to the scale was a survey containing questions on demographics and favorite implementation model of humanistic education. Mean score of JSE-HPS was 112.58. Cronbach's alpha coefficient was 0.81. Three factors emerging in the factor analysis of JSE-HPS are "perspective taking", "compassionate care" and "ability to stand in patients' shoes". And empathy score of 4 th -year students was highest. In addition, the three most popular implementation models were "Social activities", "Extracurricular activity on pharmacy humanistic education", and "Humanistic education should be infiltrated and integrated within the existing professional curriculum", respectively. Our study findings indicate that humanistic education in the foundations courses for 1 st to 3 rd academic year pharmacy students need to be focus on. For successful practice, humanistic education that promotes empathy has to be integrated within the existing training programs for pharmacy undergraduate students in a vivid way.

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Section: Introductionmentioning

confidence: 99%

Empathy In Chinese Pharmacy Undergraduates: Implication for Integrating Humanities Into Professional Pharmacy Education

Li¹,

Wang²,

Hu³

et al. 2015

IJPER

View full text Add to dashboard Cite

show abstract

“…It could be hypothesised that hearing from service users and carers about experiences of distress resonated with psychologists on a personal level, creating an experience of 'state matching' as suggested in the empathy literature (de Waal, 2008), which may have led to enhanced empathetic understandings of service user and carer experiences as supported by previous research (Tew et al, 2012;Wood and Wilson-Barnett, 1999). Consistent with extant research, involvement appeared to help learners adopt person-centred approaches, taking into account the whole person, not just their problems (O'Reilly et al, 2012;Happell and Roper, 2003;Wood and Wilson-Barnett, 1999). The emotional resonance further seemed to create lasting memories of involvement experiences, a finding compatible with implicit learning theories (Dirkx, 2006).…”

Section: Discussionmentioning

confidence: 76%

“…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. Some studies found that a minority of students reported no impact of involvement (Happell and Roper, 2003;O'Reilly et al, 2012;Tew et al, 2012).…”

Section: Empirical Supportmentioning

confidence: 99%

“…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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“…Most of these reports evaluated impact of "interventions" such as clerkship in psychiatry or specialized courses. Several studies by O'Reilly and colleagues (e.g., [15,16]) examined yet another way to address reducing the stigma of mental illness mostly among pharmacy students-providing the students the opportunity to have contact with consumers with a mental illness in a safe educational setting. They reported that such contact led to decreases in stigma.…”

mentioning

confidence: 99%

Stigma and Empathy: Sex Workers as Educators of Medical Students

et al. 2015

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Mental health consumers and caregivers as instructors for health professional students: a qualitative study

Cited by 51 publications

References 38 publications

Empathy In Chinese Pharmacy Undergraduates: Implication for Integrating Humanities Into Professional Pharmacy Education

Empathy In Chinese Pharmacy Undergraduates: Implication for Integrating Humanities Into Professional Pharmacy Education

Learning from service user and carer involvement in clinical psychology training

Stigma and Empathy: Sex Workers as Educators of Medical Students

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