Happell Brenda, Byrne Louise, McAllister Margaret, Lampshire Debra, Roper Cath, Gaskin Cadeyrn J, Martin Graham, Wynaden Dianne, McKenna Brian, Lakeman Richard, Platania-Phung Chris, Hamer Helen
Central Queensland University Rockhampton, Institute for Health and Social Science Research, Centre for Mental Health Nursing Innovation, School of Nursing and Midwifery, Rockhampton, Queensland, Australia.
Int J Ment Health Nurs. 2014 Feb;23(1):3-16. doi: 10.1111/inm.12021. Epub 2013 Apr 16.
A systematic review of the published work on consumer involvement in the education of health professionals was undertaken using the PRISMA guidelines. Searches of the CINAHL, MEDLINE, and PsychINFO electronic databases returned 487 records, and 20 met the inclusion criteria. Further papers were obtained through scanning the reference lists of those articles included from the initial published work search (n = 9) and contacting researchers in the field (n = 1). Thirty papers (representing 28 studies) were included in this review. Findings from three studies indicate that consumer involvement in the education of mental health professionals is limited and variable across professions. Evaluations of consumer involvement in 16 courses suggest that students gain insight into consumers' perspectives of: (i) what life is like for people with mental illness; (ii) mental illness itself; (iii) the experiences of admission to, and treatment within, mental health services; and (iv) how these services could be improved. Some students and educators, however, raised numerous concerns about consumer involvement in education (e.g. whether consumers were pursuing their own agendas, whether consumers' views were representative). Evaluations of consumer involvement in education are limited in that their main focus is on the perceptions of students. The findings of this review suggest that public policy expectations regarding consumer involvement in mental health services appear to be slowly affecting the education of mental health professionals. Future research needs to focus on determining the effect of consumer involvement in education on the behaviours and attitudes of students in healthcare environments.
采用PRISMA指南，对已发表的关于消费者参与卫生专业人员教育的研究进行了系统综述。检索CINAHL、MEDLINE和PsychINFO电子数据库后获得487条记录，其中20条符合纳入标准。通过查阅最初发表的研究中纳入文章的参考文献列表（n = 9）以及联系该领域的研究人员（n = 1），又获取了更多论文。本综述纳入了30篇论文（代表28项研究）。三项研究的结果表明，消费者在精神卫生专业人员教育中的参与度有限，且因专业而异。对16门课程中消费者参与情况的评估表明，学生能够深入了解消费者对以下方面的看法：（i）精神疾病患者的生活状况；（ii）精神疾病本身；（iii）进入精神卫生服务机构及在其中接受治疗的经历；（iv）这些服务如何能够得到改善。然而，一些学生和教育工作者对消费者参与教育提出了诸多担忧（例如消费者是否在追求自身议程，消费者的观点是否具有代表性）。对消费者参与教育的评估存在局限性，因为其主要关注的是学生的看法。本综述的结果表明，公共政策对消费者参与精神卫生服务的期望似乎正在缓慢影响精神卫生专业人员的教育。未来的研究需要集中于确定消费者参与教育对医疗环境中学生行为和态度的影响。
