Exploring a collaborative approach to the involvement of patients, carers and the public in the initial education and training of healthcare professionals: A qualitative study of patient experiences

Abstract

Objective This study aimed to explore patients' experiences of their involvement in the design and delivery of interprofessional education interventions focussing on mental ill‐health for students studying in undergraduate healthcare and healthcare‐related programmes. Design A qualitative methodology using a Grounded Theory approach was used to undertake an iterative series of focus groups with members of a university's Patient, Carer and Public Involvement (PCPI) Group who have a history of mental ill‐health and were involved in the development and delivery of educational interventions for students on undergraduate healthcare and healthcare‐related programmes. Their experiences of being involved in teaching and learning activities, collaboration with academic staff and integration into the academic faculty were explored. Constant comparative analysis facilitated the identification and prioritisation of salient themes. Results Five salient inter‐related themes emerged from the data: (1) reduced stigma and normalisation of experience of illness; (2) enhanced self‐worth; (3) improved well‐being; (4) community and connection; and (5) enduring benefits. Conclusions A supportive university community and a designated academic PCPI co‐ordinator facilitate a supportive environment for patients and carers to develop as educators, contribute to the training of future healthcare professionals and improve their own personal well‐being. Appropriately resourced and well‐supported initiatives to integrate patients, carers and the public into the functions of an academic faculty can result in tangible benefits to individuals and facilitate meaningful and enduring connections between the university and the wider community within which it is situated. Patient and Public Involvement Patients have been involved in the design of the teaching and learning initiatives that this study was primarily focused on. Patients were given autonomy in determining how their experiences should be incorporated into teaching and learning experiences.

Exploring the benefits and challenges of being a consumer educator in nursing education: A scoping review

“…Storytelling was an important part of the education process (Bocking et al, 2019; Happell et al, 2014; Happell et al, 2021; Happell & Bennetts, 2016; Happell, Platania‐Phung, et al, 2019b; Horgan, Donovan, et al, 2020a; McGarry et al, 2015; McGarry & Thom, 2004; McKeown et al, 2012; Morgan & Sanggaran, 1997; Scott et al, 2021). Communicating personal narratives was seen as a positive aspect of educating and was an avenue that: generated richer dialogue (Bocking et al, 2019); impacted students and normalized experiences (Happell & Bennett, 2016); provided a gateway to describe their journey, both positive and negative (Happell, Bennetts, et al, 2019a; Horgan, Donovan, et al, 2020a); and communicated something real (Happell, Bennetts, et al, 2019a; McKeown et al, 2012).…”

“…Consumers felt that the contribution of their lived experience was most influential, with an opportunity to describe the recovery journey first hand (Happell et al, 2021; Happell et al, 2021a; Happell, Bennetts, et al, 2019a; Horgan et al, 2018; McGarry et al, 2015; Morgan & Sanggaran, 1997). The unique contribution was also illuminated by the prospect of giving something back and making a difference (Happell et al, 2021; Horgan et al, 2018; Morgan & Sanggaran, 1997; Speers & Lathlean, 2015) and was further enhanced through support as an educator (Happell et al, 2021a; Happell, Bennetts, Platania‐Phung, & Tohotoa, 2016a; Horgan, Manning, et al, 2020b; Morgan & Sanggaran, 1997; Repper et al, 2001; Scott et al, 2021). This was expressed through feeling valued in their role as an educator (Scott et al, 2021), while also feeling supported by other academic staff in the consumer academic role (Happell, Bennetts, Platania‐Phung, & Tohotoa, 2016a).…”

How to improve the quality of World Psychiatric Association educational activities? Results from an online survey with World Psychiatric Association zonal representatives

“…The first relevant finding is that psychiatrists involved in the WPA network are concerned with public mental health activities. We believe that this is extremely important in the perspective of primary prevention of mental disorders, which is now possible if run in collaboration with general practitioners, family members and other community stakeholders (Collins, 2020; Dawson et al, 2019; Fleury et al, 2021; Forsman et al, 2015; Kutcher & Wei, 2020; Scott et al, 2021). This collaborative approach represents an essential element for improving mental health care worldwide and harnessing stigma attached to mental disorders, since many stereotypes and misconceptions on people with mental disorders are frequent in primary care settings (Evans‐Lacko et al, 2014; Thornicroft et al, 2019; Unützer et al, 2020).…”

Educational collaboration can empower patients, support doctors in training and future‐proof medical education

“…14 The recognition and use of the patient voice both in teaching and care planning have shown significant improvements in both uptake of care and patient outcomes 15,16 as well improving self-worth and well-being. 17 Willingness of patients to participate in education is generally enthusiastically forthcoming. Patient educators provide input in many ways, ranging from sharing treatment stories to assisting with structuring curriculum, delivering teaching and within assessments.…”