School of Nursing and Midwifery, College of Health, Medicine and Wellbeing, University of Newcastle, University Drive, Callaghan, New South Wales, 2308, Australia; Hunter Institute of Medical Research, University of Newcastle, University Drive, Callaghan, New South Wales, 2308, Australia; Priority Centre for Health Behaviour, University of Newcastle, University Drive, Callaghan, New South Wales, 2308, Australia.
Office of Deputy President and Registrar, University College Cork, Cork, Ireland; School of Nursing and Midwifery, ENGAGE: Interdisciplinary Clinical Mental health Research Network, University College Cork, Cork, Ireland.
Nurse Educ Today. 2022 Apr;111:105324. doi: 10.1016/j.nedt.2022.105324. Epub 2022 Mar 5.
People with lived experience of mental distress and mental health service use (known as Experts by Experience) in mental health education have demonstrated positive outcomes and attitudinal change in students. Despite these findings, academic positions for Experts by Experience remain limited in number and scope, and the implementation of positions has primarily been driven by supportive mental health academics (known as allies). Less is known about the impact on Experts by Experience themselves, their colleagues and the broader organisation.
The aim of this research is to better understand the impact of EBE on the universities they work in, from the perspectives of allies who have supported the implementation and sustainability of their positions.
Qualitative exploratory.
Academic institutions providing education programs for health professionals, and had implemented academic positions for Experts by Experience, in Australia, Ireland and New Zealand.
Allies involved in supporting the implementation of Experts by Experience roles in mental health education (n = 16).
Ethics approval was obtained prior to study commencement. Individual in-depth interviews were conducted with 16 participants, based on a broad interview guide. Data were analysed to identify main themes. Analysis was conducted independently by two researchers and reviewed by the team.
Participants described the impact of Experts by Experience in mental health education as positively influencing the participants themselves, the Experts by Experience, their colleagues, and the broader organisational culture.
Support for the implementation of Experts by Experience roles must move beyond the efforts of allies alone. Demonstrating the benefits beyond student outcomes is crucial to achieving this goal. The positive impact for a broader range of stakeholders provides further evidence of the value of Experts by Experience and supports the need to develop a more strategic approach to implementation of these roles.
在心理健康教育中，有过精神困扰和使用精神卫生服务经历的人（称为有经验的专家），已证明他们能够为学生带来积极的成果和态度转变。尽管有这些发现，但在学术领域，有经验的专家的职位数量和范围仍然有限，这些职位的实施主要是由支持精神卫生的学者（称为盟友）推动的。关于这些职位对有经验的专家本身、他们的同事以及更广泛的组织的影响，了解较少。
这项研究旨在从支持实施和维持其职位的盟友的角度，更好地了解有经验的专家在他们所在的大学中的影响。
定性探索性研究。
在澳大利亚、爱尔兰和新西兰，为卫生专业人员提供教育项目的学术机构，并实施了有经验的专家在精神卫生教育中的学术职位。
参与支持精神卫生教育中实施有经验的专家角色的盟友（n=16）。
在研究开始前获得了伦理批准。对 16 名参与者进行了基于广泛访谈指南的个人深入访谈。对数据进行了分析以确定主要主题。由两名研究人员独立进行分析，并由团队进行审查。
参与者描述了有经验的专家在精神卫生教育中的影响，认为这对参与者本身、有经验的专家、他们的同事以及更广泛的组织文化都产生了积极影响。
支持实施有经验的专家角色的努力不能仅依靠盟友。证明除学生成果之外的益处对于实现这一目标至关重要。对更广泛的利益相关者产生积极影响进一步证明了有经验的专家的价值，并支持需要制定更具战略性的方法来实施这些角色。
