The UCLan community engagement and service user support (Comensus) project: valuing authenticity, making space for emergence

Downe, Soo; McKeown, Mick; Johnson, Eileen Morgan; Koloczek, Lidia; Grunwald, Angela; Malihi‐Shoja, Lisa

doi:10.1111/j.1369-7625.2007.00463.x

Cited by 25 publications

(15 citation statements)

References 27 publications

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“…Access to funding and issues related to payment, are reported as a perennial problem (Downe, 2007;Minogue, 2009). Gaining access to users from seldom heard vulnerable groups, who often have the greatest need, is highlighted as a challenge (Agnew & Duffy, 2010;Furness et al, 2010).…”

Section: Uses Of the Conceptmentioning

confidence: 99%

“…Users and academics work together to make decisions (Downe et al, 2007;Minogue et al, 2009;Morgan & Jones 2009). …”

Section: Attributesmentioning

confidence: 99%

“…Therefore antecedents to enable involvement to occur are identified as commitment from users and the Higher Education Institution, together with a planned method for rigorous evaluation. There are models of good practice such as the Community Engagement and Service User Support (Comensus) Project, reported in a participatory action research project by Downe et al (2007). This identified that systematic integrated systems of involvement can work if founded on authenticity and trust, with a requirement for a shift from comfortable, and established patterns of engagement from all parties.…”

Section: Antecedents and Consequencesmentioning

confidence: 99%

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User involvement in health and social care education: A concept analysis

Rhodes

2012

Nurse Education Today

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SUMMARYThis paper presents an evaluative discussion of the literature, and findings from a concept analysis which explores user involvement in the context of health and social care higher education in the United Kingdom. User involvement is increasingly a requirement in higher education and the purpose of the concept analysis was to clarify and elucidate the meaning and nature of the concept. Walker and Avant's (2005) eight step framework for concept analysis was used to provide understanding of the underlying attributes and a model for critique and meaningful evaluation and research. A structured search and discussion of contemporary literature was undertaken. A model case is identified along with antecedents, critical attributes and consequences.

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Section: Uses Of the Conceptmentioning

confidence: 99%

“…Users and academics work together to make decisions (Downe et al, 2007;Minogue et al, 2009;Morgan & Jones 2009). …”

Section: Attributesmentioning

confidence: 99%

Section: Antecedents and Consequencesmentioning

confidence: 99%

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User involvement in health and social care education: A concept analysis

Rhodes

2012

Nurse Education Today

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“…This requires the investment of time and resources. Pioneers in this field (Downe et al, 2007) have identified the need for authenticity in order for engagement to be successful. The recognition and understanding that effective service user engagement requires careful planning with support networks for service users and academics.…”

Section: Findings Findings -The Academic Perspectivementioning

confidence: 99%

Embedding consumer culture in health and social care education – a university office's perspective

Wård

Rhodes

2010

Int J Consumer Studies

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The National Health Service is changing -and this change is radical. It will no longer be a monolith dictating what services it offers. It is starting to take seriously the views of its consumers: the patients, service users and carers. Darzi talks of 'High Quality Care for All'. The Prime Minister's Commission says that nurses must pledge to give high quality care to all. The NHS is starting to put the patient experience at the centre of everything it does and its regulators are asking for evidence. This process may yet prove to be one of the NHS' greatest challenges. Understanding the consumer viewpoint is essential in ensuring compassion in nurses. This paper will consider what the university sector can do to embed the consumer culture within the education of health and social care professionals. It will look at the challenges of involvement and culture change, highlighting the key points to address in the early and middle stages of involvement from a University office's perspective. Whilst explaining where consumers have been involved and how their input is starting to make a difference. Examples will be drawn from teaching, assessment and selection of students. The paper opens with background information and the case for involvement, methodology and challenges. The findings cover the academic perspective, the case for a development worker and their role. The results of the paper describe what is needed in a development office to support effective service user and carer involvement on health and social care courses in Higher Education. The article concludes by saying that there is much more work that needs to be done in this field to embed the work of a development office, but that early steps have been promising.

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“…364,365 We drew pragmatically on a range of techniques that have previously been used in community engagement for addressing health issues. The University of Central Lancashire (UCLAN) model, 366 built on participatory action research, is perhaps the best known in the UK. Although having a number of techniques and principles in common, developing a model for community engagement in a complex intervention context involved a different resolution of the principles underpinning participatory action research.…”

Section: Aims and Approachesmentioning

confidence: 99%

Increasing equity of access to high-quality mental health services in primary care: a mixed-methods study

Dowrick

Chew‐Graham

Lovell

et al. 2013

Programme Grants for Applied Research

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BackgroundEvidence-based interventions exist for common mental health problems. However, many people are unable to access effective care because it is not available to them or because interactions with caregivers do not address their needs. Current policy initiatives focus on supply-side factors, with less consideration of demand.Aim and objectivesOur aim was to increase equity of access to high-quality primary mental health care for underserved groups. Our objectives were to clarify the mental health needs of people from underserved groups; identify relevant evidence-based services and barriers to, and facilitators of, access to such services; develop and evaluate interventions that are acceptable to underserved groups; establish effective dissemination strategies; and begin to integrate effective and acceptable interventions into primary care.Methods and resultsExamination of evidence from seven sources brought forward a better understanding of dimensions of access, including how people from underserved groups formulate (mental) health problems and the factors limiting access to existing psychosocial interventions. This informed a multifaceted model with three elements to improve access: community engagement, primary care quality and tailored psychosocial interventions. Using a quasi-experimental design with a no-intervention comparator for each element, we tested the model in four disadvantaged localities, focusing on older people and minority ethnic populations. Community engagement involved information gathering, community champions and focus groups, and a community working group. There was strong engagement with third-sector organisations and variable engagement with health practitioners and commissioners. Outputs included innovative ways to improve health literacy. With regard to primary care, we offered an interactive training package to 8 of 16 practices, including knowledge transfer, systems review and active linking, and seven agreed to participate. Ethnographic observation identified complexity in the role of receptionists in negotiating access. Engagement was facilitated by prior knowledge, the presence of a practice champion and a sense of coproduction of the training. We developed a culturally sensitive well-being intervention with individual, group and signposting elements and tested its feasibility and acceptability for ethnic minority and older people in an exploratory randomised trial. We recruited 57 patients (57% of target) with high levels of unmet need, mainly through general practitioners (GPs). Although recruitment was problematic, qualitative data suggested that patients found the content and delivery of the intervention acceptable. Quantitative analysis suggested that patients in groups receiving the well-being intervention improved compared with the group receiving usual care. The combined effects of the model included enhanced awareness of the psychosocial intervention among community organisations and increased referral by GPs. Primary care practitioners valued community information gathering and access to the Improving Access to Mental Health in Primary Care (AMP) psychosocial intervention. We consequently initiated educational, policy and service developments, including a dedicated website.ConclusionsFurther research is needed to test the generalisability of our model. Mental health expertise exists in communities but needs to be nurtured. Primary care is one point of access to high-quality mental health care. Psychosocial interventions can be adapted to meet the needs of underserved groups. A multilevel intervention to increase access to high-quality mental health care in primary care can be greater than the sum of its parts.Study registrationCurrent Controlled Trials ISRCTN68572159.FundingThe National Institute for Health Research Programme Grants for Applied Research programme.

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The UCLan community engagement and service user support (Comensus) project: valuing authenticity, making space for emergence

Cited by 25 publications

References 27 publications

User involvement in health and social care education: A concept analysis

User involvement in health and social care education: A concept analysis

Embedding consumer culture in health and social care education – a university office's perspective

Increasing equity of access to high-quality mental health services in primary care: a mixed-methods study

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