Co-producing a digital educational programme for registered children’s nurses to improve care of children and young people admitted with self-harm

Abstract

Despite the increasing prevalence of hospital admissions for self-harm in children and young people (CYP), there is paucity of registered children's nurse (rCN) training or involvement of children to improve care for this often stigmatized patient group. This article describes a participatory approach towards using co-production with CYP and rCN to develop a digital educational programme to improve nurses' knowledge, attitudes and confidence in caring for CYP with self-harm injuries. A priority-setting workshop with rCNs was used to establish consensus of information needs. This was followed by an e-learning content development workshop undertaken with CYP whom had previously experienced hospital admissions for self-harm injuries. Findings from the nurse priority-setting workshop identified three educational priorities: (1) knowledge of self-harm, (2) effective communication and (3) risk management. The CYP subsequently developed these topic areas to ensure the contents and design of the e-learning resource had fidelity by reflecting the experiences of CYP and needs when cared for in hospital. This article illustrates that involving service users to co-develop educational materials is a feasible and important step in designing educational resources and ensures the content is relevant, appropriate and sensitive to both the recipient of care and those responsible for its delivery.

An exploration of predictors of children's nurses’ attitudes, knowledge, confidence and clinical behavioural intentions towards children and young people who self‐harm

“…The study forms part of a larger project and was conducted at a single tertiary children's hospital, colocated in a large acute NHS Trust. Further detail about the study design (Manning, Bean et al., ; Manning, Latif et al., ), intervention development (Latif, Carter, Rychwalska‐Brown, Wharrad, & Manning, ) and outcomes of the intervention (Manning et al., ) from the larger study can be gained from the cited outputs. Ethical approval was received from East Midlands Research Ethics Committee (REC ref: Derby 15/EM/0236), along with research governance clearance from the local National Health Service (NHS) Trust.…”

“…The study forms part of a larger project and was conducted at a single tertiary children's hospital, colocated in a large acute NHS Trust. Further detail about the study design (Manning, Bean et al, 2015;Manning, Latif et al, 2015), intervention development (Latif, Carter, Rychwalska-Brown, Wharrad, & Manning, 2017)…”

In-PREP: a new learning design framework and methodology applied to a relational care training intervention for healthcare assistants

“…In later studies, this process was adapted to include an additional stage where more evidence was gathered prior to the content development workshops to inform what material should be covered in the training. This could be a Delphi survey for example [ 9 , 10 ]. There were two reasons for producing this new framework, In-PREP, for this study.…”

Giving Voice to the Medically Under-Served: A Qualitative Co-Production Approach to Explore Patient Medicine Experiences and Improve Services to Marginalized Communities

“…This reflective element sought to extend the understanding of the problems patients have managing medicines, how they cope and the support they feel was available to them [ 32 ]. It also adds to the limited evidence base suggesting vulnerable groups of patients face significant challenges utilizing health care services [ 33 ] and builds on previous co-production studies that seek to tailor health services to the unique needs and preferences of service-users [ 34 , 35 ].…”