1 School of Health Sciences, Institute of Mental Health, University of Nottingham, Nottingham, UK.
2 RECOLLECT Lived Experience Advisory Panel, Nottingham, UK.
Can J Psychiatry. 2019 Jun;64(6):405-414. doi: 10.1177/0706743718815893. Epub 2018 Dec 30.
Recovery Colleges are widespread, with little empirical research on their key components. This study aimed to characterize key components of Recovery Colleges and to develop and evaluate a developmental checklist and a quantitative fidelity measure.
Key components were identified through a systematized literature review, international expert consultation ( = 77), and semistructured interviews with Recovery College managers across England ( = 10). A checklist was developed and refined through semistructured interviews with Recovery College students, trainers, and managers ( = 44) in 3 sites. A fidelity measure was adapted from the checklist and evaluated with Recovery College managers ( = 39, 52%), clinicians providing psychoeducational courses ( = 11), and adult education lecturers ( = 10).
Twelve components were identified, comprising 7 nonmodifiable components (Valuing Equality, Learning, Tailored to the Student, Coproduction of the Recovery College, Social Connectedness, Community Focus, and Commitment to Recovery) and 5 modifiable components (Available to All, Location, Distinctiveness of Course Content, Strengths Based, and Progressive). The checklist has service user student, peer trainer, and manager versions. The fidelity measure meets scaling assumptions and demonstrates adequate internal consistency (0.72), test-retest reliability (0.60), content validity, and discriminant validity.
Coproduction and an orientation to adult learning should be the highest priority in developing Recovery Colleges. The creation of the first theory-based empirically evaluated developmental checklist and fidelity measure (both downloadable at researchintorecovery.com/recollect ) for Recovery Colleges will help service users understand what Recovery Colleges offer, will inform decision making by clinicians and commissioners about Recovery Colleges, and will enable formal evaluation of their impact on students.
康复学院分布广泛，但对其关键组成部分的实证研究却很少。本研究旨在描述康复学院的关键组成部分，并开发和评估一个发展检查表和一个定量保真度测量。
通过系统的文献回顾、国际专家咨询（=77）以及对英格兰各地康复学院管理人员的半结构化访谈（=10）确定了关键组成部分。通过对来自 3 个地点的康复学院学生、培训师和管理人员（=44）的半结构化访谈，开发并完善了一份检查表。从检查表中改编了一个保真度测量工具，并由康复学院管理人员（=39，52%）、提供心理教育课程的临床医生（=11）和成人教育讲师（=10）进行评估。
确定了 12 个组成部分，包括 7 个不可修改的组成部分（重视平等、学习、针对学生、康复学院的共同创造、社会联系、社区焦点和对康复的承诺）和 5 个可修改的组成部分（对所有人开放、地点、课程内容的独特性、基于优势和渐进式）。检查表有面向服务用户学生、同伴培训师和管理人员的版本。保真度测量符合缩放假设，并表现出足够的内部一致性（0.72）、测试-重测可靠性（0.60）、内容有效性和判别有效性。
共同创造和成人学习的定位应该是开发康复学院的重中之重。第一个基于理论和经验评估的发展检查表和保真度测量工具（均可以在 researchintorecovery.com/recollect 上下载）的创建，将帮助服务用户了解康复学院提供的服务，为临床医生和决策者对康复学院的决策提供信息，并使他们能够对学生的影响进行正式评估。
