Al-Adili Lina, Malmqvist Moa, Reinius Maria, Helispää Rodriguez Inka, Stenfors Terese, Brommels Mats
Medical Management Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institute, Stockholm, Sweden.
J Particip Med. 2024 Sep 12;16:e55882. doi: 10.2196/55882.
Recovery colleges are service user-led educational interventions aiming at empowering people with mental health issues and promoting recovery through peer learning. Despite the increasing interest in recovery colleges in recent years and the demonstrated beneficial effects for users, there is limited research addressing aspects that influence their implementation. This knowledge is necessary for the successful integration of such interventions in various contexts.
This study aims to explore factors that influence the implementation of a recovery college embedded within a Swedish psychiatry organization.
A qualitative case study of a recovery college based on semistructured interviews with 8 course participants, 4 course leaders, and 4 clinical staff was conducted. The transcripts were scrutinized with conventional content analysis, and the interpretation of results was guided by the Consolidated Framework for Implementation Research.
The findings highlight key areas that either hinder or promote the successful implementation of the recovery college. These areas included recruitment, resources, staff attitudes, and ways of organizing courses. Each area has elements that appear both as facilitators and barriers, demonstrating the duality of conditions.
Allocating dedicated resources, engaging individuals with service user experience as organizers who are willing to share their personal experience, having an open-door policy, creating an open space for participants to share their experiences, and offering practical advice and written material are useful to create favorable conditions for a recovery college to reach its goals of empowering psychiatry service users.
康复学院是由服务使用者主导的教育干预措施，旨在增强有心理健康问题的人的能力，并通过同伴学习促进康复。尽管近年来人们对康复学院的兴趣日益浓厚，且已证明其对使用者有有益影响，但针对影响其实施的方面的研究却很有限。这些知识对于在各种背景下成功整合此类干预措施至关重要。
本研究旨在探索影响瑞典一家精神病学机构内康复学院实施的因素。
对一所康复学院进行了定性案例研究，基于对8名课程参与者、4名课程负责人和4名临床工作人员的半结构化访谈。采用常规内容分析法对访谈记录进行仔细审查，并以实施研究综合框架为指导对结果进行解读。
研究结果突出了阻碍或促进康复学院成功实施的关键领域。这些领域包括招生、资源、工作人员态度以及课程组织方式。每个领域都有既起促进作用又构成障碍的因素，体现了条件的双重性。
分配专用资源、让有服务使用者经验的个人作为组织者参与其中，这些组织者愿意分享个人经历、实行开放政策、为参与者创造分享经历的开放空间，以及提供实用建议和书面材料，有助于为康复学院创造有利条件，以实现增强精神病学服务使用者能力的目标。
