Logo image
Back
It takes it out of the textbook: Benefits of and barriers to expert by experience involvement in pre-registration mental health nursing education
Journal article   Open access   Peer reviewed

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

Brenda Happell, Sarah Gordon, John Hurley, Kim Foster, Mike Hazelton, Richard Lakeman, Lorna Moxham and Terri Warner
Journal of psychiatric and mental health nursing, Vol.31(5), pp.945-955
10/2024
DOI: https://doi.org/10.1111/jpm.13042
PMID: 38509738
Appears in  Recent Faculty of Health Publications
pdf
It takes it out of the textbook: Benefits of and barriers to expert by experience involvement in pre-registration mental health nursing education420.13 kBDownloadView
Published (Version of record)CC BY-NC-ND V4.0,  Open Access
url
It takes it out of the textbook: Benefits of and barriers to expert by experience involvement in pre-registration mental health nursing educationView
Published (Version of record)CC BY-NC-ND V4.0,  Open

Related links

Metrics

100 File views/ downloads
37 Record Views
4 Times Cited - Web of Science

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#3 Good Health and Well-Being

Source: InCites

Abstract

mental health nursing nurse education barriers consumer participation experts by experience lived experience Mental health nursing Mental health services
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.

Details

Logo image