Mental health service user involvement in nurse education: A catalyst for transformative learning

Rush, Brenda B.

doi:10.1080/09638230802053383

Cited by 83 publications

(145 citation statements)

References 15 publications

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“…Rush reported that 'Live' service user-led sessions in mental health undergraduate education demonstrated transformative learning with all students reporting examples of actions or insights resulting from service user sessions. The main influences on learning were hearing the lived experience of the services users, the emotional impact of the condition, the reversal of roles (patient as teacher), reflection by the students and the training/preparation for service users (Rush 2008). Further research shows service user involvement in the design and implementation of educational sessions produces improvement in student knowledge around coping skills, communication and empathy, and promotes reflection in nursing students (Stickley et al 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching psychology to student nurses: the use of ‘Talking Head’ videos

Snelgrove

Tait

Tait³

2016

Research in Learning Technology

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Psychology is a central part of undergraduate nursing curricula in the UK. However, student nurses report difficulties recognising the relevance and value of psychology. We sought to strengthen first-year student nurses' application of psychology by developing a set of digital stories based around 'Talking Head' video clips where authentic patients relate their experiences of illness and nursing care. The aim of this article is to discuss the technological, organisational and pedagogical challenges, student and staff evaluations and our recommendations for the future of Talking Heads. First-year student nurses were shown a video clip of a patient talking about their illness experiences followed by a group learning situation linking main themes to psychology and nursing. Students and staff valued the authenticity of patient's narrative, found the video clip easy to follow, reported a raised awareness of psychological concepts and improved empathetic understanding of chronic illness. Negative evaluations were related to a sanitised, untypical representation and limited internet access. This small-scale study highlighted how patient narrative may enhance students understanding of illness experience. It chronicles the development and evaluation of a Talking Head in a specific context but which may be useful across disciplines.

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Section: Literature Reviewmentioning

confidence: 99%

Teaching psychology to student nurses: the use of ‘Talking Head’ videos

Snelgrove

Tait

Tait³

2016

Research in Learning Technology

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“…In addition, Miller (2006) evaluated mental health nurse training and found that the values and attitudes of nurses were an important factor in developing participation. Rush (2008) evaluated the participation of service users in education and suggested that proper training and preparation for service users and carers allows for transformative learning to take place. She described this as a reflective process where students were able to identify what has changed in their learning following the experience.…”

Section: Participation In Educationmentioning

confidence: 99%

Participation in Practice A Review of Service User Involvement in Mental Health Nursing

Lloyd

2010

MHLDRP

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Aim: To explore the current literature on service user participation in mental health nursing care and the effectiveness of participation practices.Background: Service user involvement in mental health nursing is a requirement of current practice including research and education. A review of the literature was undertaken as part of a research study on involvement practices in mental health nursing.

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“…Although students may cooperate to care for or discuss clients, relatively few IPL projects have involved service users actively, 25 despite their stake in health and social care education and willingness to participate in research aimed at improving practice. 26 Results from other service userfocused health education research demonstrate greater student and staff awareness, 27 service user empowerment 28 and better practitioner-client partnerships. 29 Trials of practice-based IPL with a service user focus are unusual.…”

Section: Introductionmentioning

confidence: 99%

Qualitative evaluation of interprofessional learning initiatives in practice: application of the contact hypothesis

2012

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Objectives: The evaluation aimed to explore reactions to, learning from and the perceived impact and sustainability of practice-based interprofessional learning initiatives established by The Trent Universities Interprofessional Learning in Practice project. Methods: The evaluation had a qualitative design and was guided by Kirkpatrick's evaluation framework. Facilitators, managers, practitioners, students and service users were invited to participate. This article focuses upon three of the project's practice-based interprofessional initiatives. Fifteen participants were interviewed about their experiences of, and opinions about, the initiative in their practice setting. A thematic analysis was conducted, following which findings were considered through the lens of the 'contact hypothesis' a theoretical framework which sets out variables purported to influence the success of inter-group contact. Results: Seven themes were identified. Four derived from Kirkpatrick's framework: reaction, learning, impact and sustainability. Initial reactions were positive; however learning and impact were considered minimal, and sustainability unlikely. The evaluation revealed significant problems in developing successful, sustainable, service userfocused interprofessional learning opportunities in these three sites. Three final themes were based upon contact hypothesis variables which helped elucidate the disappointing outcomes: organisational support, positive expectations, and co-operation/working together. Conclusions: Results offer insights which could help medical education establishments and their practice partners develop successful practice-based interprofessional learning initiatives for students in the future. Initiatives should be designed to meet local working practices and opportunities; there should be an awareness that change is challenging and time-consuming; and preparation of and support in host organisations at all levels should be a priority.

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Mental health service user involvement in nurse education: A catalyst for transformative learning

Cited by 83 publications

References 15 publications

Teaching psychology to student nurses: the use of ‘Talking Head’ videos

Teaching psychology to student nurses: the use of ‘Talking Head’ videos

Participation in Practice A Review of Service User Involvement in Mental Health Nursing

Qualitative evaluation of interprofessional learning initiatives in practice: application of the contact hypothesis

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