Service user involvement in an undergraduate nursing programme
Authors: Jack, E.
Journal: Journal of Mental Health Training, Education and Practice
Volume: 15
Issue: 3
Pages: 125-140
eISSN: 2042-8707
ISSN: 1755-6228
DOI: 10.1108/JMHTEP-12-2018-0073
Abstract:Purpose: The purpose of this study is to highlight the impacts that service user involvement can have on the education of UK undergraduate student mental health nurses both personally and professionally. It reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach. Design/methodology/approach: The study reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach embracing two focus groups. Findings: The findings from the two focus groups highlight that the service user input (expert by experience) offered a positive learning experience for the students, enabled them to appreciate the meaning of recovery and hope and facilitated the identification of the importance of their role in terms of connecting meaningfully with those they are supporting and reconsidering key priorities for practice. They also suggest that there is theory/practice gap reduction as students were able to connect the service user narratives to the evidence base for deeper understanding and application. Research limitations/implications: Although only a brief evaluation of a short theory module within a wider programme involving a small number of participants, the findings echo the wider literature and offers further rationale to support direct service user involvement within mental health education across all healthcare professions. This finding is also relevant, as, increasingly, learning/teaching programmes now seek to implement blended learning with significant online teaching and less face-to-face facilitation of learning. Practical implications: This study highlights not only the positive impact of service user input on health-care education but also the benevolent influence skilled narratives can have as a pedagogical approach to learning. Originality/value: Although there is much in the literature as to the benefits for student learning in involving service users within higher education institute education, there is limited information as to “how” and “why” this is the case, this article seeks to bridge that gap.
https://eprints.bournemouth.ac.uk/33597/
Source: Scopus
Service user involvement in an undergraduate nursing programme
Authors: Jack, E.
Journal: JOURNAL OF MENTAL HEALTH TRAINING EDUCATION AND PRACTICE
Volume: 15
Issue: 3
Pages: 125-140
eISSN: 2042-8707
ISSN: 1755-6228
DOI: 10.1108/JMHTEP-12-2018-0073
https://eprints.bournemouth.ac.uk/33597/
Source: Web of Science (Lite)
Service user involvement in an undergraduate nursing programme
Authors: Jack, E.
Journal: The Journal of Mental Health Training, Education and Practice,
DOI: 10.1108/JMHTEP-12-2018-0073
Abstract:Purpose
The purpose of this study is to highlight the impacts that service user involvement can have on the education of UK undergraduate student mental health nurses both personally and professionally. It reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach.
Design/methodology/approach
The study reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach embracing two focus groups.
Findings
The findings from the two focus groups highlight that the service user input (expert by experience) offered a positive learning experience for the students, enabled them to appreciate the meaning of recovery and hope and facilitated the identification of the importance of their role in terms of connecting meaningfully with those they are supporting and reconsidering key priorities for practice. They also suggest that there is theory/practice gap reduction as students were able to connect the service user narratives to the evidence base for deeper understanding and application.
Research limitations/implications
Although only a brief evaluation of a short theory module within a wider programme involving a small number of participants, the findings echo the wider literature and offers further rationale to support direct service user involvement within mental health education across all healthcare professions. This finding is also relevant, as, increasingly, learning/teaching programmes now seek to implement blended learning with significant online teaching and less face-to-face facilitation of learning.
Practical implications
This study highlights not only the positive impact of service user input on health-care education but also the benevolent influence skilled narratives can have as a pedagogical approach to learning.
Originality/value
Although there is much in the literature as to the benefits for student learning in involving service users within higher education institute education, there is limited information as to “how” and “why” this is the case, this article seeks to bridge that
https://eprints.bournemouth.ac.uk/33597/
Source: Manual
Service user involvement in an undergraduate nursing programme
Authors: Jack, E.
Journal: The Journal of Mental Health Training, Education and Practice
Volume: 15
Issue: 3
Pages: 125-140
ISSN: 1755-6228
Abstract:This article highlights the impacts that service user involvement can have on the education of UK undergraduate student mental health nurses both personally and professionally.
It reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach.
It reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach embracing two focus groups.
The findings from the two focus groups highlight that the service user input (‘expert by experience’) offered a positive learning experience for the students, enabled them to appreciate the meaning of recovery and hope, facilitated the identification as to the importance of their role in terms of connecting meaningfully with those they are supporting plus reconsidering key priorities for practice. They suggest also that there is theory/practice gap reduction as students were able to connect the service user narratives to the evidence base for deeper understanding and application.
Although only a brief evaluation of a short theory module within a wider mental health programme including a limited number of students, the findings echo the wider literature and offer further rationale to support direct service user involvement in mental health education across other professions, perhaps interesting at this time as increasingly, learning/teaching programmes implement blended learning with significant online teaching and less face to face facilitation of learning.
This article highlights the positive impact not only of service user input into healthcare education but also the benevolent influence skilled narratives can have as a pedagogical approach for learning.
Although there is much in the literature as to the benefits for student learning in involving service users within HEI education, there is limited information as to ‘how’ and ‘why’ this is the case, this article seeks to bridge that gap
https://eprints.bournemouth.ac.uk/33597/
Source: BURO EPrints