It takes it out of the textbook: Benefits of and barriers to expert by experience involvement in pre-registration mental health nursing education

IF 2.6 4区医学 Q1 NURSING

Journal of Psychiatric and Mental Health Nursing Pub Date : 2024-03-20 DOI:10.1111/jpm.13042

Brenda Happell, Sarah Gordon, John Hurley, Kim Foster, Mike Hazelton, Richard Lakeman, Lorna Moxham, Terri Warner

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引用次数: 0

Abstract

What Is Known on the Subject?

Service user involvement in mental health nursing education is beneficial in terms of attitudinal change to reduce stigma, clinical skill development and enhancing understandings of recovery-oriented practice.
Service users as experts by experience have not been embedded within pre-registration nursing programs. Consequently, they remain limited in number, ad hoc and frequently tokenistic.
Nurse academics responsible for the design and delivery of pre-registration mental health nursing curricula have a potentially important role in facilitating expert by experience involvement in mental health nursing education.

What this Paper Adds to Existing Knowledge

Nurse academics teaching mental health nursing have generally favourable views about the importance of expert by experience involvement.
Nurse academics experience significant barriers in supporting the implementation of academic positions for experts by experience, particularly in obtaining funding.
The experts by experience could contribute to mental health nursing education does not appear to be clearly understood by nurse academics.

What Are the Implications for Practice?

Mental health services aspire to adopt a recovery-oriented approach to practice. Involving experts by experience in mental health nursing education can facilitate increased understanding and appreciation of recovery-oriented practice.
Nurse academics could play an important role in supporting the implementation of experts by experience positions in nursing academia. To do so, they require an understanding of the benefits of EBE involvement in academia and the barriers that can be encountered when attempting to facilitate the implementation of such positions.
Experts by experience contribute unique expertise, essential to the development of quality mental health services. Conveying this expertise through the educating the future nursing workforce in mental health is essential.

Introduction

Involving service users in mental health nursing education is ad hoc and minimal, despite growing evidence of its benefits. Insights and experiences of nurse academics teaching mental health to pre-registration students have been underrepresented in the research to date.

Aim

To seek insights and experiences of nurse academics involved in designing and delivering pre-registration mental health nursing education in Australian universities regarding involving service users in mental health nursing education.

Methods

A descriptive qualitative study involving 19 nurse academics from 13 Australian universities, involved in pre-registration mental health nursing education. Data were analysed thematically.

Results

Participants reported minimal service user involvement. Most sought an increase and identified barriers. Data analysis resulted in five identified themes: (1) value-rich, (2) resource-poor, (3) imperfect processes, (4) ‘part, but not all’ and (5) unrecognised worth.

Conclusions

Increasing meaningful involvement of service-users in mental health nursing education requires support and investment from multiple stakeholders. Nurse academics are crucial stakeholders in understanding the unique expertise service users bring.

Implications for Practice

Service users being central to all aspects of mental health services requires their active participation in the education of health professionals. Nurse academics have an important role in realising this goal.

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它从教科书中抽离出来：经验专家参与注册前心理健康护理教育的益处与障碍。

相关知识：服务使用者参与心理健康护理教育有利于改变态度，减少耻辱感，发展临床技能，提高对以康复为导向的实践的理解。作为经验专家的服务使用者尚未被纳入注册前护理课程。因此，他们的人数仍然有限，而且是临时性的，经常是象征性的。负责注册前心理健康护理课程设计和实施的护士学者在促进经验专家参与心理健康护理教育方面具有潜在的重要作用：从事心理健康护理教学的护士学者普遍赞成专家经验参与的重要性。在支持经验专家学术职位的实施过程中，尤其是在获得资金方面，护士学者遇到了很大的障碍。护士学者似乎并不清楚经验专家对心理健康护理教育的贡献。对实践有什么影响？心理健康服务机构希望在实践中采用以康复为导向的方法。让有经验的专家参与到心理健康护理教育中来，可以促进对以康复为导向的实践的理解和领悟。护士学者可以在支持护理学术界实施经验专家职位方面发挥重要作用。要做到这一点，她们需要了解学术界参与经验专家职位的益处，以及在尝试推动实施此类职位时可能遇到的障碍。经验专家贡献了独特的专业知识，这对发展高质量的心理健康服务至关重要。摘要：引言：尽管越来越多的证据表明，让服务使用者参与心理健康护理教育的益处是临时性的，且微乎其微。目的：在澳大利亚的大学中设计和实施注册前心理健康护理教育的护士学者们，就服务使用者参与心理健康护理教育的问题，寻求他们的见解和经验：这项描述性定性研究涉及澳大利亚 13 所大学中参与注册前心理健康护理教育的 19 名护理学者。对数据进行了专题分析：结果：参与者报告称，服务使用者的参与度极低。大多数人希望增加参与度，并指出了存在的障碍。通过数据分析，确定了五个主题：(1) 价值丰富；(2) 资源匮乏；(3) 过程不完善；(4) "部分但非全部"；(5) 价值未得到认可：结论：让服务使用者更有意义地参与到心理健康护理教育中，需要多方利益相关者的支持和投入。护士学者是了解服务使用者所带来的独特专业知识的关键利益相关者：对实践的启示：服务使用者是心理健康服务各个方面的核心，这就要求他们积极参与卫生专业人员的教育。护士学者在实现这一目标方面扮演着重要角色。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Psychiatric and Mental Health Nursing 医学-护理

CiteScore

4.70

自引率

3.70%

发文量

审稿时长

4-8 weeks

期刊介绍： The Journal of Psychiatric and Mental Health Nursing is an international journal which publishes research and scholarly papers that advance the development of policy, practice, research and education in all aspects of mental health nursing. We publish rigorously conducted research, literature reviews, essays and debates, and consumer practitioner narratives; all of which add new knowledge and advance practice globally. All papers must have clear implications for mental health nursing either solely or part of multidisciplinary practice. Papers are welcomed which draw on single or multiple research and academic disciplines. We give space to practitioner and consumer perspectives and ensure research published in the journal can be understood by a wide audience. We encourage critical debate and exchange of ideas and therefore welcome letters to the editor and essays and debates in mental health.