School of Nursing & Midwifery, Trinity College Dublin, Dublin, Ireland.
School of Psychology, Trinity College Dublin, Dublin, Ireland.
Ir J Psychol Med. 2020 Jun;37(2):89-98. doi: 10.1017/ipm.2019.32. Epub 2019 Aug 7.
The co-production and co-facilitation of recovery-focused education programmes is one way in which service users may be meaningfully involved as partners.
To evaluate the impact of a clinician and peer co-facilitated information programme on service users' knowledge, confidence, recovery attitudes, advocacy and hope, and to explore their experience of the programme.
A sequential design was used involving a pre-post survey to assess changes in knowledge, confidence, advocacy, recovery attitudes and hope following programme participation. In addition, semi-structured interviews with programme participants were completed. Fifty-three participants completed both pre- and post-surveys and twelve individuals consented to interviews.
The results demonstrated statistically significant changes in service users' knowledge about mental health issues, confidence and advocacy. These improvements were reflected in the themes which emerged from the interviews with participants (n = 12), who reported enhanced knowledge and awareness of distress and wellness, and a greater sense of hope. In addition, the peer influence helped to normalise experiences for participants, while the dual facilitation engendered equality of participation and increased the opportunity for meaningful collaboration between service users and practitioners.
The evaluation highlights the potential strengths of a service user and clinician co-facilitated education programme that acknowledges and respects the difference between the knowledge gained through self-experience and the knowledge gained through formal learning.
以合作生产和共同促进的方式开展以康复为重点的教育计划，是让服务使用者有意义地参与其中成为合作伙伴的一种方式。
评估临床医生和同伴共同促进的信息方案对服务使用者的知识、信心、康复态度、倡导和希望的影响，并探讨他们对该方案的体验。
采用序贯设计，通过预-后调查评估方案参与后知识、信心、倡导、康复态度和希望的变化。此外，对方案参与者进行了半结构化访谈。53 名参与者完成了预-后调查，12 名个人同意接受访谈。
结果表明，服务使用者对心理健康问题的知识、信心和倡导方面有了统计学上显著的变化。这些改进反映在参与者访谈中出现的主题中（n = 12），他们报告了对痛苦和健康的知识和意识增强，以及更大的希望感。此外，同伴的影响有助于使参与者的经历正常化，而双重促进则营造了平等的参与环境，并增加了服务使用者和从业者之间进行有意义合作的机会。
评估强调了服务使用者和临床医生共同促进教育计划的潜在优势，该计划承认并尊重通过自我经验获得的知识和通过正式学习获得的知识之间的区别。
