Patients as Teachers: Utilising Patients in Classroom Teaching

Costello, John; Horne, Maria

doi:10.1007/978-1-137-20436-3_5

Cited by 2 publications

(4 citation statements)

References 30 publications

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“…The results support the findings of previous studies identifying benefits to student nurses when service users are involved in their learning (for example, Wood & Wilson-Barnett, 1999;Happell & Roper, 2003;Khoo et al, 2004;Costello & Horne 2005). However, through the application of Pawson and Tilley's (1997) realistic evaluation framework, the present study has gone further to show reported changes in behaviour in clinical placements and the mechanisms and contexts that facilitated the students' actions.…”

Section: Summary Of Findingssupporting

confidence: 92%

“…In contrast, some students have not valued service users' input. One student in Morgan and Sanggaran's (1997) study stated that service users' opinions were not significant and 6% of Costello and Horne's (2005) 61 respondents felt they had learned little or nothing from service users in the classroom. However, previous studies have not provided explanations of the circumstances that brought about positive or negative outcomes and have not investigated the impact of mental health service users' teaching on student nurses' clinical practice.…”

Section: Introductionmentioning

confidence: 95%

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

Rush

2008

Journal of Mental Health

136

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Background: The involvement of mental health service users in nurse education is widely recommended but there is little evidence showing the impact in practice. Aim: The aim of the study was to investigate the impact on student nurses' practice and the underpinning mechanisms and contexts following service user involvement in the classroom. Method: Semi-structured individual interviews were conducted with 26 student nurses and 12 service users and a group interview with seven students. Results: Twelve students were identified as undergoing transformative learning and all students reported examples of actions or insights resulting from the service user sessions. Five mechanisms that contributed to the students' learning were hearing the lived experience of the services users, the emotional impact, the reversal of roles, reflection by the students and the training/preparation for service users. Learning from service users in the classroom was found to be qualitatively different from learning in clinical placements. Conclusion: Provided the mechanisms identified above are in place, service user involvement in the classroom can act as a catalyst for transformative learning and positive actions in practice.

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Section: Summary Of Findingssupporting

confidence: 92%

Section: Introductionmentioning

confidence: 95%

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

Rush

2008

Journal of Mental Health

136

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“…However, despite the existence of some reviews, descriptive articles and empirical research (Beresford 1994, Cook et al 1995, Repper & Breeze 2007b) until very recently little published material and research activity has focused on the actual involvement of service users in teaching mental health students and still less on the involvement of teaching students effective interpersonal skills. Researchers evaluating specific programmes of involvement have identified both benefits and difficulties including both positive and negative effects on students (Costello & Horne 2005, Dogra et al 2008, Rush 2008. In spite of increased interest much policy making has been poorly supported by evidence of efficacy in this area.…”

Section: Introductionmentioning

confidence: 99%

“…1995, Repper & Breeze 2007b) until very recently little published material and research activity has focused on the actual involvement of service users in teaching mental health students and still less on the involvement of teaching students effective interpersonal skills. Researchers evaluating specific programmes of involvement have identified both benefits and difficulties including both positive and negative effects on students (Costello & Horne 2005, Dogra et al . 2008, Rush 2008).…”

Section: Introductionmentioning

confidence: 99%

A systematic review of the evidence on service user involvement in interpersonal skills training of mental health students

Perry

Watkins²,

Gilbert³

et al. 2012

Psychiatric Ment Health Nurs

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Service user involvement has become a common feature of education programmes for mental health students. However, little is known about the effects of this type of education on the interpersonal skills of students taking part. This paper reports findings from a systematic review that formed part of a wider investigation into service user involvement in teaching interpersonal skills. The review aimed to locate and assess the quality of the published evidence relating to the effects of service user involvement on mental health students interpersonal skills and to synthesize results, using a definition of interpersonal skill that includes attitudes, empathy and skills as its key components. Results from this study indicate that the quality of evidence in this area is poor. However, sufficient synthesis of the evidence base was possible to allow conclusions and recommendations for both research and practice. Conclusions were that the involvement of service users in this area is both acceptable and valuable for students and had specific impacts on attitudes, empathy and skills. Some difficulties and reservations about the style of involvement are discussed. Recommendations for the conduct of future research are also made.

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Patients as Teachers: Utilising Patients in Classroom Teaching

Cited by 2 publications

References 30 publications

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

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

A systematic review of the evidence on service user involvement in interpersonal skills training of mental health students

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