Service User and Carer Involvement in Education for Health and Social Care

McKeown, Mick; Malihi‐Shoja, Lisa; Downe, Soo

doi:10.1002/9781444323764

Cited by 39 publications

(31 citation statements)

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“…This mission has also extended into associated research and community engagement practices (see McKeown et al 2010). Regulatory bodies such as the NMC (2010) have stipulated common standards for pre-registration nurse education that refer explicitly to the desirability of involving service users and carers in programme design, delivery and assessment.…”

Section: Service User Involvement In University Settingsmentioning

confidence: 99%

“…Pedagogical practices supporting service users' contributions have grown significantly in recent times (McKeown et al 2010, Terry 2012. These are matched by a proliferation of policy rhetoric urging increasing levels of involvement in almost all aspects of the organisation and delivery of services (Barnes & Cotterell 2012, McKeown & Jones 2014.…”

Section: Introductionmentioning

confidence: 99%

“…These make moral and political demands for, amongst other things, appropriate rights, better health services, and more inclusive, less-stigmatising communities (Rogers & Pilgrim, 1991;Brown & Zavetoski, 2005;Williamson, 2008). Arguably, service users who participate in involvement practices within universities bring with them, either partially or wholesale depending on prior affiliations, a number of the characteristics of movement activism (McKeown et al 2010). …”

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confidence: 99%

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Service user involvement in practitioner education: Movement politics and transformative change

McKeown

Dix

Jones³

et al. 2014

Nurse Education Today

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This paper will attempt to both celebrate key developments and best practice involving the users of health and social care services in programmes of practitioner education in a UK context, and offer a critical appraisal of the extent to which such initiatives meet some of the more transformative objectives sought by service users activists for change. The approach is largely that of a discussion paper but we illustrate some of the themes relating to movement activism with selected data. These data relate to earlier research and two specially convened focus groups within the Comensus initiative at the University of Central Lancashire; itself constituted as piece of participatory action research. We conclude that universities represent paradoxical sites for the facilitation of debate and learning relevant to key issues of social justice and change. As such, they are places that can impede or support movement aims. Particular strategic responses might be more likely to engender progressive outcomes. These ought to include the presence of critically engaged academic staff operating within a scholarly culture that fosters forms of deliberative democratic decision making.

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Section: Service User Involvement In University Settingsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Service user involvement in practitioner education: Movement politics and transformative change

McKeown

Dix

Jones³

et al. 2014

Nurse Education Today

Self Cite

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“…There are many potential reasons for this; IPE assessments are IPE is still being endorsed within professional curricula specifications and agreedrelatively new and is often not fully integrated within a curriculum and as such fails to be aligned within the assessment processes by professional bodies; new assessments take time to be endorsed within profession-specific programmes; ; IPE cohorts are large and the management of the assessment (s) are resource intensive as IPE cohorts are large; the different professions adhere to different professional body requirements underpinned bythe different valuesbases across the spectrum of health and social care programmes makend consistency and comparability of these assessments challenging is difficult; IPE is often presented as learning about professionalism which is difficult to assess although frameworks do exist (McNair, Stone, Sims & Curtis, 2005); many IPE assessments are formative and not valued by students in the same way as summative profession-specific assessments (Barr, Helme, D'Avray, 2011). In addition to this, few Of central importance is the idea that to be true adhere to IPE values and involve, patients/service users should be involved in the planning, design and in giving feedback process (McKeown, Malihi-Shoja, & Downe, 2010)and yet there are few examples of patient involvement in IPE assessment processes (; Anderson, Ford and& Thorpe, 2011).…”

Section: Introductionmentioning

confidence: 99%

Assessing interprofessional competence using a prospective reflective portfolio

Domaç

Anderson

O’Reilly

et al. 2014

Journal of Interprofessional Care

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. The assessment of interprofessional competence or capability following interprofessional education remains essential if we are to ensure future practitioners who are able to work in teams and collaborate for improved health outcomes. Any IPE curriculum must design and describe its theoretical stance and this also applies to how learning will be assessed. This article reports on a study of the use of a Portfolio used by students across ten professions as a flexible framework for students to demonstrate their interprofessional learning throughout an entire IPE curriculum. Using a qualitative approach, content and thematic analysis, the completed Portfolios of a proportion of students from medicine, social work and speech and language therapy were read and a sub-set of students were interviewed to gain their perceptions of this assessment process. The findings are discussed in the light of the value of reflection for learning to consolidate interprofessional understandings and how the different student cohorts write differently about the same learning events. Recommendations including how the Portfolio has since been modified to assure preparation for future practice are included.

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“…IPE Facilitators are usually university academics or practitioners who teach in practice (also known as preceptors, mentors, clinical or practice teachers). They may also be patients/service users and students with a teaching role (McKeown et al 2010;Selby et al 2011). …”

Section: Insert Table 141 Herementioning

confidence: 99%