School of Nursing and Midwifery, College of Health, Medicine and Wellbeing, Hunter Institute of Medical Research, Priority Centre for Health Behaviour, University of Newcastle, Callaghan, New South Wales, Australia.
University College Cork, Cork, Ireland.
J Psychiatr Ment Health Nurs. 2022 Aug;29(4):592-602. doi: 10.1111/jpm.12839. Epub 2022 May 15.
WHAT IS KNOWN ON THE SUBJECT?: Experts by experience involvement in the education of health professionals demonstrate positive attitudinal change. Meaningful positions for Experts by Experience are limited and ad hoc, due to attitudinal and other barriers to innovation within the higher education sector. Experiences of allies who have supported the implementation of Expert by Experience positions have not been researched. This is important knowledge that could be utilized by potential allies. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: Academic allies to experts by experience have a crucial role to play in identifying opportunities to establish, implement and sustain expert by experience positions. Allies who have successfully implemented positions for experts by experience have identified influential factors including: right person, right role, collaboration and coproduction, support, and career pathways. Understanding these factors can provide an important basis for other academics to support a widespread increase in academic roles for experts by experience in mental health education. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Establishing and maintaining genuine relationships with service users require significant attitudinal change on the part of mental health professionals. Involving experts by experience in mental health education provides an innovative approach to the challenging of attitudes and the enhancement of more collegial relationships with service users as colleagues in the workplace. This paper demonstrates the importance of allyship to the establishment, implementation and sustainability of expert by experience roles, and highlights critical factors allies have utilized in support of such roles. Nurses and other mental health professional academics have the potential to become allies and support change and innovation. ABSTRACT: Introduction Experts by experience in academia have demonstrated more positive student attitudes towards relationships with service users. Notwithstanding this supportive evidence, academic positions for EBE have not grown substantially. Enhanced understanding of positions that have been implemented is important knowledge for others with similar aspirations. Aim To enrich understanding of the role of allies in identifying and pursuing opportunities to support academic positions for experts by experience. Methods Qualitative exploratory approach, involving In-depth interviews with allies with expertise in supporting academic positions for experts by experience. Results Participants were enthusiastic about creating or taking opportunities to secure expert by experience involvement within their programs. Factors facilitating success included right person, right role, collaboration and coproduction, support and career pathways. Conclusions Significant barriers have prevented proliferation of academic roles for experts by experience. Despite barriers, allies have been successful in supporting the implementation and sustaining of positions, and gained considerable expertise, which may be invaluable to academics with similar aspirations. Implications for practice Realization of policy goals regarding service user involvement in mental health services requires health professionals with the will to embrace partnerships. By creating and taking opportunities, allies have developed expertise to facilitate implementation of positions more widely.
专家经验在卫生专业人员教育中的参与表现出积极的态度转变。由于高等教育部门内存在态度和创新方面的障碍，专家经验的有意义职位有限且临时。尚未研究支持专家经验职位实施的盟友的经验。这是潜在盟友可以利用的重要知识。
本文增加了哪些现有知识？学术盟友对专家经验有至关重要的作用，可以帮助确定建立、实施和维持专家经验职位的机会。成功实施专家经验职位的盟友确定了一些有影响力的因素，包括：合适的人、合适的角色、合作和共同创作、支持以及职业发展途径。了解这些因素可以为其他学者提供重要基础，以支持在精神卫生教育中广泛增加专家经验的学术角色。
这对实践有什么影响？与精神卫生专业人员建立和维持与服务使用者的真正关系需要态度上的重大转变。将专家经验纳入精神卫生教育提供了一种创新方法，可以挑战态度，并增强与服务使用者作为同事在工作场所的更融洽的关系。本文展示了盟友关系对专家经验角色的建立、实施和可持续性的重要性，并强调了盟友在支持这些角色方面利用的关键因素。护士和其他精神卫生专业学术人员有可能成为盟友，支持变革和创新。
简介 专家经验在学术界的参与表明，学生对与服务使用者建立关系的态度更为积极。尽管有这种支持性证据，但 EBE 的学术职位并没有大幅增加。增强对已实施职位的理解是对具有类似愿望的其他人的重要知识。
目的 丰富对盟友在确定和寻求支持专家经验学术职位机会方面的作用的理解。
方法 定性探索方法，涉及对具有支持专家经验学术职位专业知识的盟友进行深入访谈。
结果 参与者热衷于在他们的计划中创造或抓住机会获得专家经验的参与。促进成功的因素包括合适的人、合适的角色、合作和共同创作、支持和职业发展途径。
结论 重大障碍阻碍了专家经验学术角色的大量增加。尽管存在障碍，但盟友在支持实施和维持职位方面取得了成功，并获得了相当多的专业知识，这对于具有类似愿望的学者可能是非常宝贵的。
对实践的影响 实现关于服务使用者参与精神卫生服务的政策目标需要有意愿建立伙伴关系的卫生专业人员。通过创造和抓住机会，盟友已经发展了专业知识，以更广泛地促进职位的实施。
