Consumers as tutors – legitimate teachers?

Owen, Cathy; Reay, Rebecca

doi:10.1186/1472-6920-4-14

Cited by 19 publications

(47 citation statements)

References 11 publications

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“…All other outcomes used were designed specifically for the studies and no mention was made of testing of these measures for validity or reliability. Three of the studies used pre‐tests and post‐tests (Wood & Wilson‐Barnett 1999, Owen & Reay 2004, Scheyett & Kim 2004), one used post‐test only (diMambro & Doody 2009). Only one of the pre‐test post‐test studies had a comparison group (Wood & Wilson‐Barnett 1999).…”

Section: Discussionmentioning

confidence: 99%

“…One study recruited participants by a request for volunteers through an online forum (Scheyett & Kim 2004). The other two studies requested involvement from all students taking part in teaching (Owen & Reay 2004, diMambro & Doody 2009). All studies gave limited demographic information and none of the studies discussed dropout rates or made comparisons between sample and population characteristics in order to balance samples against selection bias, e.g.…”

Section: Discussionmentioning

confidence: 99%

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A systematic review of the evidence on service user involvement in interpersonal skills training of mental health students

Perry

Watkins²,

Gilbert³

et al. 2012

Psychiatric Ment Health Nurs

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Service user involvement has become a common feature of education programmes for mental health students. However, little is known about the effects of this type of education on the interpersonal skills of students taking part. This paper reports findings from a systematic review that formed part of a wider investigation into service user involvement in teaching interpersonal skills. The review aimed to locate and assess the quality of the published evidence relating to the effects of service user involvement on mental health students interpersonal skills and to synthesize results, using a definition of interpersonal skill that includes attitudes, empathy and skills as its key components. Results from this study indicate that the quality of evidence in this area is poor. However, sufficient synthesis of the evidence base was possible to allow conclusions and recommendations for both research and practice. Conclusions were that the involvement of service users in this area is both acceptable and valuable for students and had specific impacts on attitudes, empathy and skills. Some difficulties and reservations about the style of involvement are discussed. Recommendations for the conduct of future research are also made.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A systematic review of the evidence on service user involvement in interpersonal skills training of mental health students

Perry

Watkins²,

Gilbert³

et al. 2012

Psychiatric Ment Health Nurs

View full text Add to dashboard Cite

show abstract

“…36 Other reported advantages of using consumers are improved attitudes and a positive impact on nursing practices. 37,38 Although the benefits of pharmacists' membership in mental health advocacy organizations have been presented, 39 the research team did not retrieve any published reports of people with mental illnesses being previously employed in the continuing education of community pharmacists. Mental health training programs for community pharmacists have typically focused on the indications and adverse reactions of psychotropic medications, rather than the skills required to communicate this information to consumers.…”

Section: Discussionmentioning

confidence: 99%

Design and Implementation of an Educational Partnership Between Community Pharmacists and Consumer Educators in Mental Health Care

et al. 2006

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Objective. To design and implement an interactive education program to improve the skill and confidence of community pharmacists in providing pharmaceutical services to people with mental illnesses. Design. A literature review was conducted and key stakeholders were consulted to design a partnership that involved community pharmacists and consumer educators. The partnership was designed so that all participants shared equal status. This facilitated mutual recognition of each others' skills. Assessment. Four 2-hour training sessions were conducted over a 2-week period in March 2005. Seven pharmacists, 5 consumer educators, and 1 caregiver educator participated in the partnership. Pharmacists indicated that their participation caused them to reflect on their own medication counseling techniques. Consumer educators reported that speaking about their experiences aided their recovery. Conclusion. Developing a better understanding and improved communication between community pharmacists and people with mental illnesses is an important aspect of facilitating a concordant approach to patient counseling. Implementing mental health education programs utilizing consumer educators in pharmacy schools is a promising area for further research.

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“…1995; Happell et al . 2002; 2003; Happell & Roper 2003; Owen & Reay 2004; Wood & Wilson‐Barnett 1999). In one randomized controlled trial, mental health clinicians rated training by a consumer as superior to training provided by a clinician on attitudes towards people with psychiatric disability (Cook et al .…”

Section: Literature Reviewmentioning

confidence: 99%

Consumer–clinician co‐taught borderline personality disorder training: A pilot evaluation

Krawitz¹,

Jackson²

2007

Int J Mental Health Nurs

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This paper describes a consumer-clinician co-taught borderline personality disorder training programme for clinicians, of whom the largest group were nurses, working in mental health and substance use fields. A pilot evaluation of 73 participants attending the training rated the training as superior to evaluations of an earlier clinician-only-taught training. This study of a novel co-taught training programme found that the consumer input added substantial value. Findings indicate that consumer input into education programmes can make a significant positive contribution to the delivery of mental health services training with likely impacts on mental health service delivery. The potential importance of the findings warrants a comprehensive multicentre study. Confirming the findings would have implications for future borderline personality disorder training programmes.

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Consumers as tutors – legitimate teachers?

Abstract: Background: The aim of this study was to research the feasibility of training mental health consumers as tutors for 4 th year medical students in psychiatry.

Cited by 19 publications

References 11 publications

A systematic review of the evidence on service user involvement in interpersonal skills training of mental health students

A systematic review of the evidence on service user involvement in interpersonal skills training of mental health students

Design and Implementation of an Educational Partnership Between Community Pharmacists and Consumer Educators in Mental Health Care

Consumer–clinician co‐taught borderline personality disorder training: A pilot evaluation

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