Creating or taking opportunity: Strategies for implementing expert by experience positions in mental health academia

Happell, Brenda; Donovan, Aine; Warner, Terri; Sharrock, Julie; Gordon, Sarah

doi:10.1111/jpm.12839

Cited by 7 publications

(5 citation statements)

References 79 publications

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“…Due to efforts such as these, we were able to complete the programme without any incident. Thus, while planning nursing education that involves service users, it is crucial to pay close attention to having the right person in the right role while focusing on collaboration, co‐production and support (Happell, O'Donovan, et al., 2022). Aside from their psychological difficulties, service users had not been able to understand those of others.…”

Section: Discussionmentioning

confidence: 99%

A model for the involvement of service users as instructors into the psychiatric nursing curriculum in Korea: A qualitative study on participation experience

Ahn,

Shin,

Joung

2024

Int J Mental Health Nurs

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For many years, attempts have been made to incorporate service users into psychiatric nursing education, particularly in European countries and Australia. In Asian countries, however, concrete examples of this are notably scarce, and the limited instances of implementation lack the necessary systematic organisation and long‐term sustainability. This study systematically planned and implemented a psychiatric nursing curriculum that integrated service users in Korea. It explored the experiences of 14 nursing students and four service users (who participated as instructors) who participated in these classes. Content analysis was performed on the results of focus group interviews with the participants. Owing to the participation of service users in the programme, students focused more on the patients as human beings, with the contexts of their individual lives, rather than on their diseases. The process facilitated a deeper grasp of person‐centred psychiatric nursing and heightened student engagement in the learning process. The service users' experiences as instructors breathed new meaning into their psychiatric distress as an opportunity for new possibilities and helped them view themselves in a positive light, as members of society with self‐esteem. They made great efforts to perform well in their role as instructors. These findings provide substantial evidence to support the expanded and sustained implementation of service user participation in future psychiatric nursing education. Establishing a national consortium to foster and support service user instructors could greatly improve psychiatric nursing education and related outcomes.

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Section: Discussionmentioning

confidence: 99%

A model for the involvement of service users as instructors into the psychiatric nursing curriculum in Korea: A qualitative study on participation experience

Ahn,

Shin,

Joung

2024

Int J Mental Health Nurs

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“…Academics experience both administrative and cultural barriers when supporting the implementation of EBE roles, such as difficulty employing EBE who may not have the academic qualifications of health professional academics, and working within an unwelcoming environment (Happell, O'Donovan, Warner, et al, 2022). Allies frequently need to engage in allyship in interpersonal contexts by acting against others' discriminatory behaviour towards EBE and providing support to EBE colleagues (Happell et al, 2020; Horgan et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Recent research suggests that structural and organisational barriers, such as pay and integration into the academic environment, along with concerns about exploitation and paternalism can hinder the efforts of both established and potential allies to further support embedding meaningful leadership of EBE in health professional education (Happell, O'Donovan, Warner, et al, 2022). How university faculty members define and experience privilege, and enact allyship to promote diversity, equity and inclusion with students and staff from minority backgrounds was recently investigated (Hanasono et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…To date, non‐EBE academics have played a significant role in the creation of academic positions for EBE (Happell, Sharrock, Warner, et al, 2022). While their motivations and methods have been studied (Happell, O'Donovan, Warner, et al, 2022; Happell, Sharrock, Warner, et al, 2022), there is very little research exploring their experiences. Expanding knowledge in this area may provide insight into why active efforts to create and sustain EBE positions in academic institutions are not always successful, and how systemic and institutional barriers to effective allyship may be identified and, hopefully, addressed.…”

Section: Introductionmentioning

confidence: 99%

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‘We only come from one perspective’: Exploring experiences of allies supporting expert by experience leadership in mental health education

Happell

Gordon

Sharrock

et al. 2023

Psychiatric Ment Health Nurs

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IntroductionAcademics from health professional backgrounds have a crucial role in supporting the implementation and sustainability of academic positions for experts by experience in mental health education. Perspectives and experiences of these academics have yet to be extensively explored. A deeper understanding will add to our understanding of this important role and provide guidance for academics with similar aspirations.AimThe aim of the study was to explore the experiences of supporting academic positions for experts by experience in mental health education.MethodsA qualitative exploratory design was utilised. In‐depth interviews were conducted with academics who have actively supported academic positions for experts by experience.ResultsAllyship was a key theme identified. Participants described allyship as complex, time‐consuming and rewarding, through three sub‐themes: the tension of allyship, the impact of being an ally and interpersonal and relational issues with health professional academics.ConclusionsAllyship was influenced by the negative attitudes of many health professional academics, who do not appreciate the value of this work.Implications for PracticeAllyship has a crucial role in enhancing experts by experience leadership in the education of health professionals. Understanding the experience of allyship will assist in further understanding and developing these important roles.

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“…After the analysis, all authors of the paper met to discuss the results and make any necessary changes. The draft of the main results summary paper was also shared during the co‐analysis and co‐writing phases 42,46 …”

Section: Methodsmentioning

confidence: 99%

‘ALL ABOUT MY IDEAL MENTAL HEALTH SERVICE’: Users, family members and experts by experience discussing a co‐designed service

Rocelli,

Aquili,

Giovanazzi

et al. 2024

Health Expectations

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IntroductionMany studies have investigated patients' understandings of how to optimise mental health services. However, only a few studies in the Italian context have involved experts by experience (EbEs), who can be ex‐users, family members of ex‐users or current service collaborators. Their role is crucial in implementing collaborative service quality assessment projects.MethodThe study investigated the experience of 35 EbEs,  users, and family members who carried out a 9‐month fortnightly project aimed at imagining an ‘ideal service’. The facilitators of the discussion groups (two EbEs) were interviewed; written reports of each meeting were produced with relevant comments, notes and specific suggestions; and content analysis was applied.ResultsThe most important result concerns the effectiveness of the project management method and group leadership carried out by the two EbEs. This approach allowed for complete autonomy of the work, without professional gaze or power imbalance. Also, the ideas and specific contents focused on by the two groups offer strategies to facilitate users' entry and reception in health care centres, to reduce the stigma of mental illness, to improve the centres' physical environment, to improve organisational aspects, to keep family members actively involved and to network mental health services with other territorial services.ConclusionsEbEs have proven to be key figures in ensuring equity of role in the service co‐design process. This also concerns a context, the Italian one, where their role has not yet been recognised and legalised. Their contribution and ideas to improve services could be fundamental not only in mental health centres, but also in other health facilities, and could concern the entire service delivery process rather than being limited to quality assurance, according to a virtuous circle based on active participation and transformation of the role of users.Patient or Public ContributionThis work resulted from close collaboration between the two EbEs who conducted the groups, users and family members, the university, and the psychiatrist in charge of the service. All of them contributed to the research. The EbEs, researchers and psychiatrist participated in the interpretation of the data and are the co‐authors of this paper.

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Creating or taking opportunity: Strategies for implementing expert by experience positions in mental health academia

Cited by 7 publications

References 79 publications

A model for the involvement of service users as instructors into the psychiatric nursing curriculum in Korea: A qualitative study on participation experience

A model for the involvement of service users as instructors into the psychiatric nursing curriculum in Korea: A qualitative study on participation experience

‘We only come from one perspective’: Exploring experiences of allies supporting expert by experience leadership in mental health education

‘ALL ABOUT MY IDEAL MENTAL HEALTH SERVICE’: Users, family members and experts by experience discussing a co‐designed service

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