Faculty of Medicine, Nursing & Health Sciences, School of Nursing & Midwifery, Monash University, Frankston, Vic., Australia.
Monash Centre for Scholarship in Health Education, Melbourne, Vic, Australia.
J Psychiatr Ment Health Nurs. 2021 Jun;28(3):469-475. doi: 10.1111/jpm.12682. Epub 2020 Sep 10.
Integrating strengths-based, co-produced, consumer-driven resources into mental health workforce education has the potential to dissolve hierarchical mental health care relationships.
Humanities-based pedagogy that draws from photography and multi-voiced narratives is a powerful reflective learning tool to bridge clinical and human experiences of Borderline Personality Disorder (BPD). The Depth of Field reflective learning methodology aims to provoke, prod, reveal and challenge assumptions and/or unconscious bias towards BPD and stimulate raw and reflective discussions that have the potential to inspire critical reflection and move health professionals towards more humanistic, recovery centred models of mental health care.
At the core of co-production in research, education and practice lies a reciprocal, transformational learning experience. This relationship needs to be further explored in order to reframe mental health education that honours and legitimizes consumers as experts of their own lives and recovery experiences.
将基于优势、共同创作和消费者驱动的资源融入心理健康劳动力教育中，有可能打破心理健康护理关系中的层级结构。
借鉴摄影和多声部叙事的人文学科教学法是一种强大的反思性学习工具，可弥合边缘型人格障碍 (BPD) 的临床和人类体验之间的差距。景深反思学习方法旨在激发、探究、揭示和挑战对 BPD 的假设和/或无意识偏见，并激发原始和反思性的讨论，有可能激发批判性反思，并促使卫生专业人员转向更人性化、以康复为中心的心理健康护理模式。
研究、教育和实践中的共同创作的核心是一种互惠、变革性的学习体验。为了重新构建尊重并使消费者成为自身生活和康复经验专家的精神健康教育，需要进一步探索这种关系。
