Hi, yes, a new post - it's just to let you know a few things, courtesy of Jill Anderson of MHHE
The Mental Health in Higher Education website has been relaunched - check it out.
PEPIN - the Professional Education Public Involvement Network is a forum which has been developed to share information and promote discussion relevant to the inclusion of patient, service user and carer voices in professional education.
And check out the Service User Survivor Trainers Network.
15 September 2008
22 March 2007
Integrated service user-led teaching in higher education: experiences and learning points
Lucy Simons, Lesley Herbert, Stephen Tee, Judith Lathlean, Abigail Burgess and Colin Gibson.
Mental Health Review, vol.11, Dec. 2006, p.14-18
The primary reason for involving service users in the training of mental health professionals is the anticipation that it will produce practitioners capable of delivering improved outcomes for service users and their carers. An innovative approach to achieve this is to appoint a service user into an academic post within a higher education institution with responsibility for training mental health professionals. This article describes and evaluates the experience of developing such a post at an English university.
26 January 2007
What do we know about partnership with service users and carers in social work education and how robust is the evidence base?
Imogen Taylor BA(Econ) MSW PhD, Pat Le Riche BA PhD (2006) 'What do we know about partnership with service users and carers in social work education and how robust is the evidence base?' in Health & Social Care in the Community 14 (5), 418–425.
Abstract
Partnership work with service users and carers in social work education is a policy requirement, and it is also central to the anti-oppressive and rights-based values of social work. This paper reports research findings which are drawn from an educational context, but are also relevant to the wider field of health and social care. The research team undertook a systematic knowledge review using the Evidence for Policy and Practice Information and Coordinating Centre system, which had been used in health and education, but which had not previously been used in social care and social work. This involved an extensive search of electronic databases and rigorous screening to identify studies which had sufficient relevance to be subjected to detailed analysis. The research team also undertook a practice survey of the teaching, learning and assessment of partnership in prequalifying programmes in England, Wales and Northern Ireland. This involved three stages: a document search; telephone interviews; and focus groups held with students, academic staff, and service users and carers. Throughout the research process, the interdisciplinary team was advised and supported by a stakeholder group which consisted of service users and carers, students, and employer representatives. In the second part of the paper, subsequent discussion explores key findings from the research, including the disputed nature of the concept of partnership, models of partnership work within social work education and the dearth of research on partnership outcomes. Five related questions are identified as a means of interrogating the robustness of the research process and findings. The paper concludes by arguing for work to be done to theorise partnership, and to develop effective strategies for improving the quality of partnership working in education, and health and social care practice.
Abstract
Partnership work with service users and carers in social work education is a policy requirement, and it is also central to the anti-oppressive and rights-based values of social work. This paper reports research findings which are drawn from an educational context, but are also relevant to the wider field of health and social care. The research team undertook a systematic knowledge review using the Evidence for Policy and Practice Information and Coordinating Centre system, which had been used in health and education, but which had not previously been used in social care and social work. This involved an extensive search of electronic databases and rigorous screening to identify studies which had sufficient relevance to be subjected to detailed analysis. The research team also undertook a practice survey of the teaching, learning and assessment of partnership in prequalifying programmes in England, Wales and Northern Ireland. This involved three stages: a document search; telephone interviews; and focus groups held with students, academic staff, and service users and carers. Throughout the research process, the interdisciplinary team was advised and supported by a stakeholder group which consisted of service users and carers, students, and employer representatives. In the second part of the paper, subsequent discussion explores key findings from the research, including the disputed nature of the concept of partnership, models of partnership work within social work education and the dearth of research on partnership outcomes. Five related questions are identified as a means of interrogating the robustness of the research process and findings. The paper concludes by arguing for work to be done to theorise partnership, and to develop effective strategies for improving the quality of partnership working in education, and health and social care practice.
Pedagogy, power and service user involvement
FELTON A. & STICKLEY T. (2004) 'Pedagogy, power and service user involvement' in Journal of Psychiatric and Mental Health Nursing 11, 89–98
This paper explores mental health nurse educators’ perceptions of the involvement of service users in preregistration nurse education. The idea for the study was developed from a local group of people including service users, lecturers and students committed to finding ways to develop service user involvement in education. This qualitative study uses semi-structured interviews to explore participants’ perceptions in depth. Five lecturers who teach on the diploma programme based at a large teaching hospital were interviewed. The results suggest that the current situation of involving service users at the research site was ineffective. The concepts of ‘role’ and power relationships were used to explore the reasons for this. The development of service user involvement in education is complex and requires further research.
Keywords: education; power; role; service user involvement
This paper explores mental health nurse educators’ perceptions of the involvement of service users in preregistration nurse education. The idea for the study was developed from a local group of people including service users, lecturers and students committed to finding ways to develop service user involvement in education. This qualitative study uses semi-structured interviews to explore participants’ perceptions in depth. Five lecturers who teach on the diploma programme based at a large teaching hospital were interviewed. The results suggest that the current situation of involving service users at the research site was ineffective. The concepts of ‘role’ and power relationships were used to explore the reasons for this. The development of service user involvement in education is complex and requires further research.
Keywords: education; power; role; service user involvement
The national continuous quality improvement tool for mental health education: Results of targeted and supported implementation in England
C. Brooker and J. Curran (2006) 'The national continuous quality improvement tool for mental health education: Results of targeted and supported implementation in England' in Journal of Interprofessional Care 20(3)
Abstract:
The national continuous quality assurance tool for mental health education and training has recently been developed. This paper describes the planned implementation of the tool across NHS Workforce Development Confederations (WDCs) in England. Large stakeholder groups in 15 WDCS were convened. The groups rated 29 programmes across a range of provisions including pre-qualifying programmes (social work and mental health nursing), post-qualifying programmes, new graduate mental health worker programmes and programmes run within NHS Trusts. Overall, the results indicate that the majority of rated programmes are relevant to the policy agenda and involve service users in a meaningful way. However, courses are less likely to engage with carers and to assess the impact of the programmes. Key factors are identified that promote the implementation of the new quality assurance tool and key barriers to implementation are also elicited. The paper concludes that the tool can provide a useful framework to assess the quality of a broad range of mental health education, furthermore, that it should be incorporated into existing quality assurance systems.
Abstract:
The national continuous quality assurance tool for mental health education and training has recently been developed. This paper describes the planned implementation of the tool across NHS Workforce Development Confederations (WDCs) in England. Large stakeholder groups in 15 WDCS were convened. The groups rated 29 programmes across a range of provisions including pre-qualifying programmes (social work and mental health nursing), post-qualifying programmes, new graduate mental health worker programmes and programmes run within NHS Trusts. Overall, the results indicate that the majority of rated programmes are relevant to the policy agenda and involve service users in a meaningful way. However, courses are less likely to engage with carers and to assess the impact of the programmes. Key factors are identified that promote the implementation of the new quality assurance tool and key barriers to implementation are also elicited. The paper concludes that the tool can provide a useful framework to assess the quality of a broad range of mental health education, furthermore, that it should be incorporated into existing quality assurance systems.
Service User/Survivor Involvement in Mental Health Training and Education: Overcoming the Barriers
Basset, T., Campbell, P. and Anderson, J. (2006) 'Service User/Survivor Involvement in Mental Health Training and Education: Overcoming the Barriers' in Social Work Education 25(4)
Abstract: This article discusses 10 barriers to the involvement of service users/survivors in learning and teaching about mental health in higher education, suggesting ways of overcoming each. The paper is addressed to mental health trainers and educators, some of whom will be mental health service users/survivors. We have not looked at the involvement of carers/relatives in learning and teaching here. They also clearly have an important role to play and some of what we have written will have relevance to their involvement.
Abstract: This article discusses 10 barriers to the involvement of service users/survivors in learning and teaching about mental health in higher education, suggesting ways of overcoming each. The paper is addressed to mental health trainers and educators, some of whom will be mental health service users/survivors. We have not looked at the involvement of carers/relatives in learning and teaching here. They also clearly have an important role to play and some of what we have written will have relevance to their involvement.
15 December 2005
RCPsych; Psychology
Apologies for how quiet this blog has been - my attention has been elsewhere. However, a reader has sent me a couple of links which may be of use to people.
I asked a while back about the Royal College of Psychiatrists policy on user and carer involvement.
I've not come across anything yet but here is a link to a presentation by Gareth Holsgrove.
Integrating mental health service user and carer involvement into clinical psychology training This project will bring together two Universities who have D.Clin.Psychol. programmes to pilot some approaches to embedding user/carer involvement in this training, evaluate the impact on trainees' entry onto and experience on the programmes and disseminate findings to other programmes.
If anyone has come across anything which is relevant to this blog, I would appreciate you leaving a comment on this or contacting me directly - just click on my picture and you'll be taken to a link where you can e-mail me on.
I asked a while back about the Royal College of Psychiatrists policy on user and carer involvement.
I've not come across anything yet but here is a link to a presentation by Gareth Holsgrove.
Integrating mental health service user and carer involvement into clinical psychology training This project will bring together two Universities who have D.Clin.Psychol. programmes to pilot some approaches to embedding user/carer involvement in this training, evaluate the impact on trainees' entry onto and experience on the programmes and disseminate findings to other programmes.
If anyone has come across anything which is relevant to this blog, I would appreciate you leaving a comment on this or contacting me directly - just click on my picture and you'll be taken to a link where you can e-mail me on.
Subscribe to:
Posts (Atom)
