Business Information Systems, J. E. Cairnes School of Business & Economics, University of Galway, Galway, Ireland.
Department of Nursing and Midwifery, Health Research Institute, University of Limerick, Limerick, Ireland.
Health Expect. 2024 Apr;27(2):e13937. doi: 10.1111/hex.13937.
This paper aims to explore the impact of recovery education on recovery knowledge, attitudes and the quality of life of students undertaking recovery education, contributing to the evidence base in relation to the impact of recovery education. It also explores the experiences of all stakeholders involved in the co-facilitation, delivery and participation in recovery education.
This study evaluates the experiences of stakeholders involved in the co-facilitation, delivery and participation in recovery education across four recovery colleges in Ireland. Participants included students undertaking recovery education, peer educators, education facilitators, recovery college coordinators and practitioner/service providers.
Findings from the quantitative survey when compared with extant literature suggest that students had a good understanding of recovery education. The social aspect of empowerment for growth and wellbeing was identified through themes relating to co-production and facilitating student learning. Support for equitable access to recovery education, including co-production for both the public and staff, was identified as a challenge for the future.
The findings from both the qualitative and quantitative components of the study show the positive impact of recovery education on stakeholders while acknowledging the need for ongoing support for people working in recovery education and the development of services. In particular, there was a high level of recovery knowledge found in students undertaking recovery education.
This study utilised a co-created study design. From inception a steering group comprising stakeholders (peer educators, recovery education facilitators including past recovery college students and nonpeer staff involved in the co-production of recovery education) directed the conduct of the evaluation. This steering group participated in an iterative process of information sharing, suggestions for evaluation process and language.
本文旨在探讨康复教育对接受康复教育的学生的康复知识、态度和生活质量的影响，为康复教育效果的评估提供依据，并探讨在共同促进、实施和参与康复教育过程中所有利益相关者的体验。
本研究评估了爱尔兰四所康复学院共同促进、实施和参与康复教育过程中所有利益相关者的体验。参与者包括接受康复教育的学生、同伴教育者、教育促进者、康复学院协调员以及从业者/服务提供者。
定量调查结果与现有文献相比表明，学生对康复教育有很好的理解。通过与共同创作和促进学生学习相关的主题，确定了赋权促进成长和幸福的社会方面。未来的挑战包括支持公平获得康复教育，包括共同创作以惠及公众和员工。
研究的定性和定量部分的结果都表明了康复教育对利益相关者的积极影响，同时也认识到需要为从事康复教育的人员提供持续支持，并需要发展服务。特别是，接受康复教育的学生表现出了很高的康复知识水平。
本研究采用了共同创作的研究设计。从一开始，一个由利益相关者（同伴教育者、包括过去的康复学院学生在内的康复教育促进者，以及参与康复教育共同创作的非同伴工作人员）组成的指导小组就指导了评估的进行。该指导小组参与了信息共享、评估过程和语言建议的迭代过程。
