Key stakeholder perspectives on expert-by-experience involvement in the values-based recruitment of student mental health nurses: A co-produced qualitative study

Watson, Fiona; Glascott, Michelle; Eke, Alarna; Hedgecock, Lynda; Kelly, Michael M.; Saint, Phil; Singh, J.; Small, Victoria; Tasker, Fiona; Walker, Georgia

doi:10.1016/j.nedt.2022.105513

Cited by 4 publications

(8 citation statements)

References 15 publications

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“…The search, screening and eligibility assessment of the available literature resulted in 20 articles that fulfilled the eligibility criteria 6 7 9–11 15 33–46. There was a conflict in the decision of eligibility in 0.53% of cases.…”

Section: Resultsmentioning

confidence: 99%

“…As can be seen in table 2. most studies were conducted in the UK9–11 15 34 35 38–40 42 45 46 and most of the studies were either from the discipline of mental health nursing,6 11 35 38 39 46 or were multidisciplinary 34 36 40 41 44…”

Section: Resultsmentioning

confidence: 99%

“…Some interventions involved PEs in curriculum development or the development of a feedback tool,6 10 11 34 39–41 some focused more on PE involvement in the delivery of traditional teaching,11 15 36 37 44 some focused on the development of a mentoring or supervisory relationship between PEs and students,7 9 33 35 38 others articles reported the impact of a variety of teaching programmes 42 43. One article reported on the impact of involvement as part of a university teaching team45 and another on involvement in values-based recruiting 46. All of the teaching interventions in the articles were categorised according to the taxonomy developed by Towle et al 1.…”

Section: Resultsmentioning

confidence: 99%

“…The dependability of the articles, as assessed using the JBI-QARI, was predominantly moderate with most articles scoring three out of a possible five points for rigour 7 9 10 34–37 39 44 46. Six articles scored a maximum of five points 15 33 40 42 43 45.…”

Section: Resultsmentioning

confidence: 99%

“…Many articles reported the acquisition of skills such as the ability to facilitate groups,9 public speaking,37 computer skills38 and social skills 37 42. Some articles reported better mental health41 42 and social functioning,42 decreased isolation,42 increased confidence37 42 46 and a sense of gaining a positive perspective of their own recovery 15 41. Some PEs reported participation in other activities as a result of their involvement in teaching42 46 and having an overall sense of being valued and respected,46 enjoyment45 and pride in what they had achieved 41…”

Section: Resultsmentioning

confidence: 99%

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Impact of involvement in mental health professional education on patient educators: a qualitative systematic review

Stanyon,

Ryan,

Dilks

et al. 2024

BMJ Open

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Objectives Patient involvement in mental health professional education is required by policy but lacks a robust evidence base. The impact of involvement in education on patients with mental health conditions may differ from that of patients with other conditions. This study aims to review the impact of involvement in mental health professional education on the patients with mental health conditions involved. Setting Electronic databases MEDLINE, PubMed, AMED, EMBASE, PsycINFO, Emcare, BNI, HMIC and CINAHL were systematically searched to find articles reporting on health professional teaching interventions involving patients with mental health conditions and the psychological, social or physical impact of involvement. The search took place in August 2023. Results Findings from 20 articles were amalgamated into four synthesised findings: (1) Impact of general involvement (2) impact of making a difference through teaching, (3) impact of new relationships and (4) impact of talking about experiences. Conclusions Patient involvement in mental health professional education can be beneficial for patients with mental health conditions when their experiences are respected and valued as expertise by students and academic staff. The experiences of patient educators in the mental health field are unique in that teaching activities interact with their mental health. Future research should evaluate patient involvement in the mental health field separately and report research findings according to reporting guidelines. PROSPERO registration number CRD42020224907.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Impact of involvement in mental health professional education on patient educators: a qualitative systematic review

Stanyon,

Ryan,

Dilks

et al. 2024

BMJ Open

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‘For Want of a Nail’: developing a transparent approach to retroduction and early initial programme theory development in a realist evaluation of community end of life care services

McEwan

Girling

Bate

et al. 2023

International Journal of Social Research Methodology

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A crucial part of theory-driven realist thinking is retroduction, the process of looking backwards for explanation of how and why things may be. Conducted early in the realist evaluation process, it provides a foundation for evidenced ‘theory gleaning’. Despite retroduction being an inherent part of the realist process, it is often ‘hidden’ in realist reports. This paper explains the thinking behind, alongside an example of, a framework created by the authors to make transparent the retroductive process as used in a realist evaluation of two community End of Life Care services. The approach makes visible the application of the ‘sociological imagination’ and lends robustness to hypotheses by establishing how the authors utilised: wide-ranging potential generative causation; stakeholder and Patient and Public Involvement feedback; literature scoping; and substantive theories at the middle range, specifically Transitions Theory. These stages led to the development of Initial Programme Theories, with a clear history of genesis.

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Understanding how including ‘experts by experience’ in nurse education can improve care quality

Davies

2024

Learning Disability Practice

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Key stakeholder perspectives on expert-by-experience involvement in the values-based recruitment of student mental health nurses: A co-produced qualitative study

Cited by 4 publications

References 15 publications

Impact of involvement in mental health professional education on patient educators: a qualitative systematic review

Impact of involvement in mental health professional education on patient educators: a qualitative systematic review

‘For Want of a Nail’: developing a transparent approach to retroduction and early initial programme theory development in a realist evaluation of community end of life care services

Understanding how including ‘experts by experience’ in nurse education can improve care quality

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