Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review

Abstract

This integrative review analyzed the research on consumer involvement in mental health nursing education in the last decade. We aimed to derive the main contents, methods, and outcomes of education using consumer involvement for mental health nursing students. We searched six electronic databases using English and Korean search terms; two authors independently reviewed the 14 studies that met the selection criteria. Studies on the topic were concentrated in Australia and some European countries; most of them used a qualitative design. The main education subject was recovery, and consumers tended to actively participate in education planning. Moreover, students’ perceptions about education using consumer involvement and people with mental health problems changed positively, as well as their experiences of participating in mental health nursing education. There is a lack of interest in the topic in Asian countries, including Korea. Thus, future studies in Asian countries are needed to conduct qualitative and in-depth explorations of students’ experiences regarding an educational intervention that uses consumer involvement as a tool rigorously designed for mental health nursing education. Consumer involvement can be an innovative strategy to produce high-quality mental health nurses by minimizing the gap between theory and practice in the undergraduate program.

Study on Nursing Effect of Psychological Intervention on Uremic Hemodialysis Patients

“…Psychological nursing intervention focuses on taking targeted intervention measures according to the psychological state of patients. First of all, we need to accurately evaluate the psychological state of patients, formulate scientific and reasonable psychological intervention plans and measures according to the evaluation results, and carry out effective psychological counseling through communication [25][26][27]. Popularizing patients' disease knowledge, explaining in detail the harm of negative emotions to the disease, and pushing pictures and videos among patients provide convenience for patients to learn.…”

Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education

“…This reflects the sentiment of the "Compassion First" report developed by the National Suicide Prevention Taskforce as part of the Interim Advice to the Prime Minister: "Australia's approach to suicide prevention must be informed by the experiences and wisdom of people with lived experience of suicide and recovery" [58]. Furthermore, this finding is in line with the increasing involvement of people with lived experiences or "consumers" in the development and delivery of services [59] and education programs for health professionals [51,60]. A coproduction approach with people with lived experiences of suicidality creates richer learning outcomes for the student and the person/s and/or populations that they may be supporting [61,62].…”

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

“…While there has been an increase in mental health consumer involvement in health professions education (Arblaster et al, 2015a ; Classen et al, 2021 ; Happell et al, 2014 ; Kang & Joung, 2020 ), a recent review of occupational therapy programmes in Australia and Aotearoa New Zealand found that most programmes engaged consumers in teaching, but that this was generally at the level of “telling their story” and consumer involvement in co‐design of content was limited (Scanlan et al, 2020 ). This review identified numerous barriers to greater consumer involvement in education.…”