Happell Brenda, Wynaden Dianne, Tohotoa Jenny, Platania-Phung Chris, Byrne Louise, Martin Graham, Harris Scott
Central Queensland University, Institute for Health and Social Science Research, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, Centre for Mental Health Nursing Innovation, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, School of Nursing and Midwifery, Bruce Hwy, Rockhampton, Queensland 4702, Australia.
School of Nursing and Midwifery, Health Sciences, Curtin University, GPO Box U 1987, Perth, WA 6845, Australia.
Nurse Educ Today. 2015 Jan;35(1):113-7. doi: 10.1016/j.nedt.2014.07.006. Epub 2014 Jul 30.
Australian national mental health strategy emphasises inclusion of people diagnosed with mental illness in all areas of mental health care, policy development and education of health professionals. However, the way this inclusion has translated to Australian universities is relatively unexplored.
Explore views of nurse academics regarding service user involvement in nursing education programmes.
Qualitative exploratory.
Australian universities offering educational programmes in nursing at postgraduate and undergraduate levels.
Thirty four participants from 27 Australian universities participated.
Data were collected using semi-structured telephone interviews with academics involved in teaching and/or coordinating undergraduate and/or postgraduate mental health nursing contents. Data were analysed using content analysis based on four cognitive processes: comprehending, synthesising, theorising and re-contextualising data.
Four major themes emerged: good idea? long way to go; conceptualising the service user academic role; strengths of lived experience led student learning; and barriers to implementation.
Findings indicated strong support for including mental health service users in teaching nursing students. However, at most universities service user engagement was often an informal arrangement, lacking clear guidelines and limited by financial barriers and the positioning of mental health nursing within curricula.
澳大利亚国家心理健康战略强调将被诊断患有精神疾病的人纳入心理健康护理、政策制定以及卫生专业人员教育的各个领域。然而，这种纳入在澳大利亚大学中的体现方式相对缺乏探索。
探讨护士学者对服务使用者参与护理教育项目的看法。
定性探索性研究。
澳大利亚提供本科和研究生层次护理教育项目的大学。
来自27所澳大利亚大学的34名参与者。
通过对参与本科和/或研究生心理健康护理内容教学和/或协调工作的学者进行半结构化电话访谈收集数据。基于理解、综合、理论化和重新情境化数据这四个认知过程，使用内容分析法对数据进行分析。
出现了四个主要主题：好主意？路还很长；对服务使用者学术角色的概念化；生活经历主导学生学习的优势；以及实施障碍。
研究结果表明强烈支持将心理健康服务使用者纳入护理学生的教学中。然而，在大多数大学，服务使用者的参与往往是一种非正式安排，缺乏明确的指导方针，并且受到经济障碍以及心理健康护理在课程中的定位的限制。
