McPhilbin Merly, Stepanian Katy, Yeo Caroline, Elton Daniel, Dunnett Danielle, Jennings Helen, Hunter-Brown Holly, Grant-Rowles Jason, Cooper Julie, Barrett Katherine, Hamie Mirza, Bates Peter, McNaughton Rebecca, Trickett Sarah, Bishop Simon, Takhi Simran, Lawrence Stella, Kotera Yasuhiro, Hayes Daniel, Davidson Larry, Ronaldson Amy, Jebara Tesnime, Hall Cerdic, Brophy Lisa, Jepps Jessica, Meddings Sara, Henderson Claire, Slade Mike, Lawrence Vanessa
Institute of Mental Health, School of Health Sciences, University of Nottingham, UK.
Department of Health Service and Population Research, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, UK.
BJPsych Open. 2024 May 16;10(3):e113. doi: 10.1192/bjo.2024.70.
During the COVID-19 pandemic, mental health problems increased as access to mental health services reduced. Recovery colleges are recovery-focused adult education initiatives delivered by people with professional and lived mental health expertise. Designed to be collaborative and inclusive, they were uniquely positioned to support people experiencing mental health problems during the pandemic. There is limited research exploring the lasting impacts of the pandemic on recovery college operation and delivery to students.
To ascertain how the COVID-19 pandemic changed recovery college operation in England.
We coproduced a qualitative interview study of recovery college managers across the UK. Academics and co-researchers with lived mental health experience collaborated on conducting interviews and analysing data, using a collaborative thematic framework analysis.
Thirty-one managers participated. Five themes were identified: complex organisational relationships, changed ways of working, navigating the rapid transition to digital delivery, responding to isolation and changes to accessibility. Two key pandemic-related changes to recovery college operation were highlighted: their use as accessible services that relieve pressure on mental health services through hybrid face-to-face and digital course delivery, and the development of digitally delivered courses for individuals with mental health needs.
The pandemic either led to or accelerated developments in recovery college operation, leading to a positioning of recovery colleges as a preventative service with wider accessibility to people with mental health problems, people under the care of forensic mental health services and mental healthcare staff. These benefits are strengthened by relationships with partner organisations and autonomy from statutory healthcare infrastructures.
在新冠疫情期间，心理健康问题有所增加，同时获得心理健康服务的机会减少。康复学院是由具有专业和实际心理健康专业知识的人开展的以康复为重点的成人教育项目。其设计旨在具有协作性和包容性，在疫情期间处于独特地位，能够支持有心理健康问题的人。关于疫情对康复学院运营及向学生提供服务的长期影响的研究有限。
确定新冠疫情如何改变了英格兰康复学院的运营。
我们共同开展了一项对英国各地康复学院管理人员的定性访谈研究。具有实际心理健康经验的学者和共同研究者合作进行访谈和数据分析，采用协作式主题框架分析。
31名管理人员参与。确定了五个主题：复杂的组织关系、工作方式的改变、应对向数字化教学的快速转变、应对隔离以及可及性的变化。突出了与康复学院运营相关的两个关键疫情相关变化：通过混合面对面和数字化课程交付，将其用作减轻心理健康服务压力的可及性服务，以及为有心理健康需求的个人开发数字化课程。
疫情导致或加速了康复学院运营的发展，使康复学院成为一种预防性服务，能为有心理健康问题的人、法医心理健康服务机构照料下的人以及精神卫生保健人员提供更广泛的可及性服务。与合作伙伴组织的关系以及相对于法定医疗保健基础设施的自主性强化了这些益处。
