Learning from lived experience: Outcomes associated with students' involvement in co‐designed and co‐delivered recovery‐oriented practice workshops

Abstract

Introduction Learning from individuals with lived experience is considered an important element of developing recovery‐oriented practice capabilities in mental health contexts. Additionally, service user involvement in the education of occupational therapy students is a requirement in accreditation standards. Despite this, many barriers to meaningful inclusion of Lived Experience Educators have previously been identified. Method This study evaluated the outcomes achieved by students who were involved in a unit of study that incorporated four recovery‐oriented practice workshops that were co‐designed and co‐delivered by Lived Experience Educators and an occupational therapy academic. Change over time was measured using the Recovery Knowledge Inventory (RKI) and the Capabilities for Recovery Oriented Practice Questionnaire (CROP‐Q). Change over time was evaluated using paired t‐tests. Students also provided qualitative feedback at the conclusion of the workshops. These comments were analysed using interpretive content analysis. Results Students' scores on the RKI and CROP‐Q both demonstrated statistically significant improvements from the beginning of the semester to the end of semester (RKI: 53.6–57.7, t = 6.3, P < 0.001; CROP‐Q: 75.6–77.0, t = 2.4, P = 0.019). The most common categories included in the qualitative comments were: “Learning from real experiences”; “Learning about how to be a better clinician”; “See the strength and resilience of the educators, reduce stigma”; “Learning about the negative aspects of the mental health system”; and “More effective than other types of learning”. Conclusion This study has demonstrated that students who engaged with the co‐designed and co‐delivered workshops improved their recovery knowledge and recovery‐oriented capabilities over the course of the semester. Qualitative feedback also suggests that students' attitudes and skills for future practice were also influenced in positive ways by engaging with Lived Experience Educators.

Partnering with consumers: Do occupational therapists genuinely partner? Can we do more?

“…The papers also reflect a range of levels of consumer involvement from consulting to collaboration, with many of the publications being co‐authored with consumer investigators. Four papers focus on occupational therapy education, with three discussing the involvement of lived experience experts in mental health (Happel et al, 2022; Logan et al, 2022; Scanlan et al, 2022) and one discussing consumers providing feedback to students during practice placements (Bevitt et al, 2022). Two focus on the involvement of consumers in developing services (Harris et al, 2022; Pozniak et al, 2022), and three focus on consumer partnerships in research (Chapman et al, 2022; Cox et al, 2022; Liddle et al, 2022).…”

“…The higher number of papers from mental health education highlights the strength of advocacy work from mental health consumers to ensure people with lived experience are involved in all aspects of the research, education, and care practices that impact them. Scanlan et al's (2022) study describes student outcomes of co‐designed and co‐delivered recovery‐oriented practice workshops. Students' self‐rated recovery‐orientated knowledge and recovery‐orientated practice capability significantly improved over the semester.…”