University of Newcastle, Callaghan, New South Wales, Australia.
The University of Melbourne, Melbourne, Victoria, Australia.
Issues Ment Health Nurs. 2019 Dec;40(12):1026-1033. doi: 10.1080/01612840.2019.1631417. Epub 2019 Sep 9.
Expert by experience involvement in mental health education for health professional programmes has increased in recent decades. The related literature has articulated the benefits, and changes in attitudes have been measured in some studies. Less attention has been devoted to ways this learning approach could be improved. The aim of this paper is to present the nursing students perspectives on how Expert by Experience input into nursing curricula could be enhanced. Qualitative exploratory research was undertaken, involving focus groups with students who had completed a mental health learning module co-produced by Experts by Experience and nurse academics. Results show two main themes: getting the structure right, and changes to content and approach. Some student responses could directly influence changes to the learning module. In other instances, responses indicate the need to better prepare students of the value of lived experience knowledge in its own right, rather than adjunct to more traditional methods of education. These findings are important in encouraging reflection on how future learning modules co-produced by Experts by Experience and Mental Health Nursing academics can be refined and better articulated.
近年来，有经验的专业人员参与医疗保健专业人员的心理健康教育有所增加。相关文献阐述了这种方法的益处，并且一些研究已经衡量了态度的变化。但是，对于如何改进这种学习方法的关注较少。本文的目的是介绍护理学生对专家经验如何为护理课程带来投入的看法。本研究采用了定性探索性研究，邀请了完成由专家经验和护理学者共同制作的心理健康学习模块的学生参加焦点小组讨论。研究结果显示了两个主要主题：结构正确和内容与方法的变化。一些学生的反应可以直接影响学习模块的变化。在其他情况下，反应表明需要更好地让学生认识到生活经验知识本身的价值，而不是作为更传统教育方法的补充。这些发现对于鼓励思考如何改进由专家经验和精神健康护理学者共同制作的未来学习模块并使其更好地表达具有重要意义。
