Nursing Science, Faculty of Social Sciences, University of Tampere, Tampere, Finland.
Nursing Science, Faculty of Social Sciences, General Administration Pirkanmaa Hospital District, University of Tampere, Tampere, Finland.
Int J Ment Health Nurs. 2019 Feb;28(1):128-139. doi: 10.1111/inm.12501. Epub 2018 Jun 19.
Mental health service users (MHSUs) often face difficulties in achieving successful participation in education; however, the tools that could help them succeed are rarely investigated. This study aimed to illuminate the experiences of MHSUs in an education intervention based on a European Union (EU) project. Their experiences are compared across nine EU countries. The data were collected through individual interviews with MHSUs (n = 47) at day activity centres that provide mental health services. An inductive content analysis was used as the method of analysis. Three main categories, which include seven subcategories, are revealed by the analysis. The main categories are as follows: (i) the factors related to MHSUs' educational preparedness, (ii) the dimensions of the learning environment, and (iii) the effects of training intervention. The MHSUs' experiences with the education intervention were similar across all countries. The findings showed that this education intervention is a multidimensional process. It contains social, mental, and physical dimensions linked to a learner and learning environment. These dimensions influence the MHSUs' ability to participate in the education process. At its best, the education intervention supports the personal growth of MHSUs and prepares them for social integration. An education intervention can be a usable tool in the rehabilitation of MHSUs if the multidimensional nature of education is taken into consideration. Therefore, designing and executing education interventions requires the attendance of the MHSUs in cooperation with mental health and education professionals. Our findings suggest a tentative framework that can be used in designing and executing education for MHSUs.
心理健康服务使用者（MHSUs）在接受教育方面常常面临困难；然而，帮助他们成功的工具却很少被研究。本研究旨在阐明 MHSUs 在基于欧盟（EU）项目的教育干预中的体验。在九个欧盟国家之间对他们的体验进行了比较。数据是通过对在日间活动中心（为心理健康服务提供的机构）接受服务的 MHSUs（n=47）进行个人访谈收集的。采用归纳内容分析法作为分析方法。分析揭示了三个主要类别，包括七个子类别。这些主要类别如下：（i）与 MHSUs 教育准备相关的因素，（ii）学习环境的维度，以及（iii）培训干预的效果。MHSUs 在所有国家的教育干预体验都相似。研究结果表明，这种教育干预是一个多维的过程。它包含与学习者和学习环境相关的社会、心理和身体维度。这些维度影响 MHSUs 参与教育过程的能力。在最佳情况下，教育干预支持 MHSUs 的个人成长，并为他们的社会融合做好准备。如果考虑到教育的多维性质，教育干预可以成为 MHSUs 康复的有用工具。因此，设计和执行教育干预需要 MHSUs 的参与，并与心理健康和教育专业人员合作。我们的研究结果提出了一个可以用于设计和执行 MHSUs 教育的初步框架。
