‘The view from inside’: understanding service user involvement in health and social care education

Fox, Joanna

doi:10.1080/09687599.2011.544057

Cited by 22 publications

(30 citation statements)

References 23 publications

(17 reference statements)

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“…In the almost two decades to follow, there has been only a marginal increase in these positions. Consumer‐led teaching is reported most commonly in nursing (Byrne et al., ; Happell Byrne, McAllister, et al., ; Happell, Platania‐Phung, et al., ; Horgan et al., ; O'Donnell & Gormley, ; Scammell, Heaslip, & Crowley, ; Schneebeli, O'Brien, Lampshire, & Hamer, ), and more recently in occupational therapy (Arblaster et al., ; Mahboub & Milbourn, ), social work (Fox, ; Goossen & Austin, ; Ridley et al., ), and medicine (Gordon, Ellis, Gallagher, & Purdie, ). Despite these advances, consumer participation in the education of health professionals remains embryonic and lacks penetration and consistency (Happell, Platania‐Phung, et al., ; McCann, Moxham, Usher, Crookes, & Farrell, ).…”

Section: Introductionmentioning

confidence: 99%

“I felt some prejudice in the back of my head”: Nursing students’ perspectives on learning about mental health from “Experts by Experience”

Happell

Waks

Bocking

et al. 2019

Psychiatric Ment Health Nurs

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Accessible Summary What is known on the subject? Consumer participation in mental health services is embedded in mental health policy in many countries. The negative attitudes of nurses and other health professionals to consumer participation poses a significant obstacle to this policy goal Involving mental health “Experts by Experience” in the education of nursing students demonstrates positive attitudinal change What this paper adds to existing knowledge? More detailed understanding of nursing students’ experiences and perspectives about being taught mental health nursing by “Experts by Experience” An international focus, extending understandings about how Experts by Experience might be perceived in a broader range of countries What are the implications for practice? Positive attitudes towards people labelled with mental illness are essential for quality nursing practice Nurses have an important leadership role in facilitating consumer participation within health services. It is critical that their attitudes are professional and optimistic. Abstract IntroductionConsumer participation is central to mental health policy. Negative attitudes of health professionals are barriers to realizing policy goals. Evidence suggests consumers (Experts by Experience) can influence positive attitudes in nursing students. Research in this area to date is limited and primarily from Australia and New Zealand. AimTo enhance understanding of nursing students’ perspectives and experiences of being taught mental health by an Expert by Experience. MethodA qualitative exploratory approach was used. Focus groups were conducted with nursing students from seven universities in Australia and Europe. Data were analysed thematically. ResultsStudent participants described how exposure to Experts by Experience challenged their views and attitudes and provided a mechanism for reflection, critique and change. The main theme “changing mindset” includes two subthemes: exposing stereotypes and reflection. DiscussionThis unique international study demonstrates the capacity for Experts by Experience to contribute to positive attitudinal change towards mental illness in nursing students. This changed mindset must occur for policy goals to be realized. Implications for practiceNurses in all areas of practice will work with people labelled with mental illness and experiencing mental distress. Overcoming stereotypes and adopting more positive attitudes is essential to deliver quality mental health care.

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Section: Introductionmentioning

confidence: 99%

“I felt some prejudice in the back of my head”: Nursing students’ perspectives on learning about mental health from “Experts by Experience”

Happell

Waks

Bocking

et al. 2019

Psychiatric Ment Health Nurs

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“…Other barriers include academic cultures not acknowledging the value of SUCI (Branfield, 2009;Fox, 2011) and downplaying the status of knowledge gained from experience (Glasby and Beresford, 2006;Beresford and Boxall, 2012). Thus it is argued that far from empowering service users and carers, involvement can lead to further inequality, oppression and exclusion (Cowden and Singh, 2007;Warren and Boxall, 2009).…”

Section: Current Knowledge About the Impact Of Suci In Social Work Edmentioning

confidence: 99%

‘Making It Real’: Evaluating the Impact of Service User and Carer Involvement in Social Work Education

Tanner

Littlechild

Duffy³

et al. 2015

Br J Soc Work

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Service user and carer involvement (SUCI) in social work education in England is required by the profession's regulator, the Health and Care Professions Council. However, a recent study of 83 HEIs in England reported that despite considerable progress in SUCI, there is no evidence that the learning derived from it is being transferred to social work practice. In this article we describe a study that examines the question: 'What impact does SUCI have on the skills, knowledge and values of student social workers at the point of qualification and beyond?' Students at universities in England and Northern Ireland completed online questionnaires and participated in focus groups, spanning a period immediately pre-qualification and between six to nine months post-qualification.From our findings, we identify four categories that influence the impact of service user involvement on students' learning: student factors; service user and carer factors; programme factors; and practice factors; each comprises of a number of sub-categories. We propose that the model developed can be used by social work educators, service user and carer contributors and practitioners to maximise the impact of SUCI. We argue that our findings also have implications for employment-based learning routes and post-qualifying education.

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“…Fox (2011) considers if and how people with experience of services can be treated as equals in the academic community whilst also having their needs considered. To form meaningful partnerships for practice we all need to be freed up to articulate our own views of what social work is, and might be, and examine the differences -the 'otherness' (Levinas, 1969) -there may be between us as potential partners.…”

Section: Within the Library Vaults: The Challenge Of The Othermentioning

confidence: 99%

Belonging to the library: humanising the space for social work education

Sen

McClelland

Jowett

2016

Social Work Education

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This article describes the running of four Living Libraries on a UK postgraduate social work course. A Living Library is a metaphoric remodelling of a conventional library where people, as authors of their experiences, provide specialist knowledge based on authorial areas of expertise. In the Living Libraries discussed here 'Living Books' carried stories of social work -their narratives were of lived experiences as people using social care services; as carers in personal relationships with others who use social care services; or, as social work practitioners. The focus of this article is on those Living Libraries involving the participation of the first two of these groups. Drawing on social psychology, phenomenology and human geography, we propose that a Living Library can act as a connective space within social work education by engendering a discursive forum where all participants -people with experiences of services, students, practitioners and social work educators -are given both the freedom and obligation to talk openly about their differential experiences, fears and hopes for social work. Through this process, opportunities are created to consider how improvements that meet all stakeholders' interests may be achieved.2

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‘The view from inside’: understanding service user involvement in health and social care education

Cited by 22 publications

References 23 publications

“I felt some prejudice in the back of my head”: Nursing students’ perspectives on learning about mental health from “Experts by Experience”

“I felt some prejudice in the back of my head”: Nursing students’ perspectives on learning about mental health from “Experts by Experience”

‘Making It Real’: Evaluating the Impact of Service User and Carer Involvement in Social Work Education

Belonging to the library: humanising the space for social work education

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