Jones Katheryn, Crawford Gemma, Jancey Jonine
Collaboration for Evidence, Impact, Research in Public Health, School of Population Health, Curtin University, Bentley, Western Australia, Australia.
Health Promot J Austr. 2025 Jul;36(3):e70047. doi: 10.1002/hpja.70047.
Recovery Colleges (RCs) are educational hubs offering a unique approach to enhance mental health and wellbeing by fostering inclusive learning opportunities. Co-production, integrating lived and learned knowledge and experience, is central to RCs. However, in Australia, there is limited understanding of how co-production is defined and implemented. This study explored the definition, interpretation, and practice of co-production in Australian RCs.
Seventeen stakeholders were interviewed to examine their perspectives on co-production in RCs. Using inductive reflexive thematic analysis, we constructed four superordinate and eight subordinate themes exploring co-production's relational and contextual dynamics.
Superordinate themes were: (1) Conceptual Fluidity and Experiential Integration; (2) Enacting co-production; (3) Navigating power and relationships; (4) Resources for success.
Co-production practices in Australian RCs are highly complex and variable. Developing consistent definitions, practical guides, and consistent strategies may support a more adaptable and context-sensitive approach for individual RCs. Further research could explore how different RCs manage co-production stages, involve stakeholders over time, and identify metrics to evaluate impact. SO WHAT?: Addressing contextual nuance is critical to strengthen co-production practices. Doing so could enhance the transformative potential of RCs to foster meaningful health and social outcomes and inform other programs applying co-production principles.
康复学院（RCs）是教育中心，通过提供包容性学习机会，采用独特方法促进心理健康和福祉。共同生产，即将亲身经历的知识与所学知识和经验相结合，是康复学院的核心。然而，在澳大利亚，对于共同生产的定义和实施方式了解有限。本研究探讨了澳大利亚康复学院中共同生产的定义、解释和实践。
对17名利益相关者进行了访谈，以考察他们对康复学院共同生产的看法。通过归纳反思性主题分析，我们构建了四个上位主题和八个下位主题，以探讨共同生产的关系和情境动态。
上位主题为：（1）概念的流动性与经验的整合；（2）实施共同生产；（3）驾驭权力与关系；（4）成功所需资源。
澳大利亚康复学院的共同生产实践高度复杂且多变。制定一致的定义、实用指南和连贯的策略，可能有助于各康复学院采取更具适应性和情境敏感性的方法。进一步的研究可以探索不同的康复学院如何管理共同生产阶段、随着时间推移让利益相关者参与其中，以及确定评估影响的指标。那么又如何呢？：应对情境细微差别对于加强共同生产实践至关重要。这样做可以增强康复学院促进有意义的健康和社会成果的变革潜力，并为其他应用共同生产原则的项目提供参考。
