"It is much more real when it comes from them": The role of experts by experience in the integration of mental health nursing theory and practice.
COMMUNE
consumer academic
experts by experience
mental health
mental health nursing
theory-practice gap
Journal
Perspectives in psychiatric care
ISSN: 1744-6163
Titre abrégé: Perspect Psychiatr Care
Pays: United States
ID NLM: 0401133
Informations de publication
Date de publication:
Oct 2020
Oct 2020
Historique:
received:
18
12
2019
revised:
28
01
2020
accepted:
25
02
2020
pubmed:
14
3
2020
medline:
23
2
2021
entrez:
14
3
2020
Statut:
ppublish
Résumé
To examine nursing students' perceptions of Experts by Experience impact on theoretical and practical learning. Qualitative exploratory study involving focus groups with undergraduate nursing students from five European countries and Australia. Data were analyzed thematically. Participants described positive impacts as: bridging the theory and practice gap through first-hand experience, including sub-themes: bringing theory to life; can't be taught any other way, and innovative teaching methods fueling curiosity. Integrating theory and practice is key for quality mental health nursing practice. Experts by experience can potentially contribute to reducing this enduring gap.
Types de publication
Journal Article
Langues
eng
Pagination
811-819Subventions
Organisme : Erasmus+
ID : 2016-1-IS01-KA203-017101
Informations de copyright
© 2020 Wiley Periodicals, Inc.
Références
Hamaideh SH, Mudallal R. Attitudes of Jordanian nursing students towards mental illness: the effect of teaching and contact on attitudes change. Coll Stud J. 2009;43(2):335-347.
Bennett J, Stennett R. Attitudes towards mental illness of nursing students in a B accalaureate programme in J amaica: a questionnaire survey. J Psychiatr Ment Health Nurs. 2015;22(8):599-605.
Bingham H, O'Brien AJ. Educational intervention to decrease stigmatizing attitudes of undergraduate nurses towards people with mental illness. Int J Ment Health Nurs. 2018;27(1):311-319.
Heim E, Henderson C, Kohrt B, Koschorke M, Milenova M, Thornicroft G. Reducing mental health-related stigma among medical and nursing students in low-and middle-income countries: a systematic review. Epidemiol Psychiatr Sci. 2019;29:1-9.
Happell B, Bennetts W, Harris S, et al. Lived experience in teaching mental health nursing: issues of fear and power. Int J Ment Health Nurs. 2015;24(1):19-27. https://doi.org/10.1111/inm.12091
Happell B, Platania-Phung C, Harris S, Bradshaw J. It's the anxiety: facilitators and inhibitors to nursing students' career interests in mental health nursing. Issues Ment Health Nurs. 2014;35(1):50-57. https://doi.org/10.3109/01612840.2013.837123
Health Service Executive. Mental Health in Ireland: Awareness and Attitudes. Dublin: Health Service Executive; 2007.
Stevens J, Browne G, Graham I. Career in mental health still an unlikely career choice for nursing graduates: a replicated longitudinal study. Int J Ment Health Nurs. 2013;22(3):213-220. https://doi.org/10.1111/j.1447-0349.2012.00860.x
Huston C, Phillips B, Jeffries P, et al. (2018). The academic-practice gap: strategies for an enduring problem. Paper presented at the Nursing Forum.
Needham J, McMurray A, Shaban RZ. Best practice in clinical facilitation of undergraduate nursing students. Nurse Educ Pract. 2016;20:131-138.
Saifan A, AbuRuz ME, Masa'deh R. Theory practice gaps in nursing education: a qualitative perspective. J Soc Sci. 2015;11(1):20-29.
Sharghi NR, Alami A, Khosravan S, Mansoorian MR, Ekrami A. Academic training and clinical placement problems to achieve nursing competency. J Adv Med Educ Professionalism. 2015;3(1):15.
Strouse SM, Nickerson CJ, McCloskey EM. We don't miter the sheets on the bed: understanding the preceptor role in the enculturation of nursing students. Nurse Educ Pract. 2018;32:21-27.
Happell B. Influencing undergraduate nursing students' attitudes toward mental health nursing: acknowledging the role of theory. Issues Ment Health Nurs. 2009;30(1):39-46.
Happell B, Gaskin CJ. The attitudes of undergraduate nursing students towards mental health nursing: A systematic review. J Clin Nurs. 2013;22:148-158. https://doi.org/10.1111/jocn.12022
McAllister M, Happell B, Flynn T. Learning essentials: what graduates of mental health nursing programmes need to know from an industry perspective. J Clin Nurs. 2014;23(23-24):3449-3459.
Mawhirter DA, Garofalo PF. Expect the unexpected: simulation games as a teaching strategy. Clin Simul Nurs. 2016;12(4):132-136.
Smith PC, Hamilton BK. The effects of virtual reality simulation as a teaching strategy for skills preparation in nursing students. Clin Simul Nurs. 2015;11(1):52-58.
Kaddoura M, Vandyke O, Smallwood C, Gonzalez KM. Perceived benefits and challenges of repeated exposure to high fidelity simulation experiences of first degree accelerated bachelor nursing students. Nurse Educ Today. 2016;36:298-303.
Pront L, McNeill L. Nursing students' perceptions of a clinical learning assessment activity: “Linking the puzzle pieces of theory to practice”. Nurse Educ Pract. 2019;36:85-90.
Woods C, West C, Mills J, Park T, Southern J, Usher K. Undergraduate student nurses' self-reported preparedness for practice. Collegian. 2015;22(4):359-368.
Fitzgerald M, Ward J. Using standardized actors to promote family-centered care. J Pediatr Nurs. 2019;45:20-25. https://doi.org/10.1016/j.pedn.2018.12.002
Koch D. The effect of live actor simulation on perceived self-efficacy of nursing students completing psychiatric clinical experiences. Effect of Live Actor Simulation on Perceived Self-efficacy of Nursing Students Completing Psychiatric Clinical Experiences. 2017.
Lejonqvist G-B, Eriksson K, Meretoja R. Evidence of clinical competence by simulation, a hermeneutical observational study. Nurse Educ Today. 2016;38:88-92. https://doi.org/10.1016/j.nedt.2015.12.011
Reid-Searl K, Eaton A, Vieth L, Happell B. The educator inside the patient: students' insights into the use of high fidelity silicone patient simulation. J Clin Nurs. 2011;20(19-20):2752-2760. https://doi.org/10.1111/j.1365-2702.2011.03795.x
McAllister M, Reid-Searl K, Davis S. Who is that masked educator? Deconstructing the teaching and learning processes of an innovative humanistic simulation technique. Nurse Educ Today. 2013;33(12):1453-1458.
Reid-Searl K, Levett-Jones T, Cooper S, Happell B. The implementation of Mask-Ed: reflections of academic participants. Nurse Educ Pract. 2014;14(5):485-490. https://doi.org/10.1016/j.nepr.2014.05.008
Reid-Searl K, Happell B, Vieth L. High fidelity patient silicone simulation: a qualitative evaluation of nursing students' experiences. Collegian. 2012;19(2):77-83. https://doi.org/10.1016/j.colegn.2011.09.003
Horgan A, Manning F, Bocking J, et al. ‘To be treated as a human’: using co-production to explore experts by experience involvement in mental health nursing education-the COMMUNE project. Int J Ment Health Nurs. 2018;27(4):1282-1211. https://doi.org/10.1111/inm.12435
Happell B, Byrne L, McAllister M, et al. Consumer involvement in the tertiary-level education of mental health professionals: a systematic review. Int J Ment Health Nurs. 2014;23(1):3-16. https://doi.org/10.1111/inm.12021
Arblaster K, Mackenzie L, Willis K. Mental health consumer participation in education: a structured literature review. Aust Occup Therap J. 2015;62(5):341-362. https://doi.org/10.1111/1440-1630.12205
Goossen C, Austin MJ. Service user involvement in UK social service agencies and social work education. J Soc Work Educ. 2017;53(1):37-51. https://doi.org/10.1080/10437797.2016.1246271
Gordon S, Ellis P, Gallagher P, Purdie G. Service users teaching the recovery paradigm to final year medical students. A New Zealand approach. Health Issues. 2014;(113):15.
Happell B, Platania-Phung C, Byrne L, Wynaden D, Martin G, Harris S. Consumer participation in nurse education: a national survey of Australian universities. Int J Ment Health Nurs. 2015;24(2):95-103. https://doi.org/10.1111/inm.12111
Happell B, Platania-Phung C, Scholz B, et al. Changing attitudes: the impact of expert by experience involvement in mental health nursing education: an international survey study. Int J Ment Health Nurs. 2019;28(2):480-491.
Mahboub L, Milbourn BT. Modernising occupational therapy teaching, research and practice in mental health. Aust Occup Therap J. 2015;62(5):363. https://doi.org/10.1111/1440-1630.12236
O' Donnell H, Gormley K. Service user involvement in nurse education: perceptions of mental health nursing students. J Psychiatr Ment Health Nurs. 2013;20(3):193-202. https://doi.org/10.1111/j.1365-2850.2012.01917.x
Ridley S, Martin R, Mahboub L. Learning from mental health lived experience and the influence on students' 'practice. Australian Social Work. 2017;70(3):372-380. https://doi.org/10.1080/0312407X.2016.1235718
Scammell J, Heaslip V, Crowley E. Service user involvement in preregistration general nurse education: a systematic review. J Clin Nurs. 2016;25(1/2):53-69. https://doi.org/10.1111/jocn.13068
Schneebeli C, O'Brien A, Lampshire D, Hamer HP. Service user involvement in undergraduate mental health nursing in New Zealand. Int J Ment Health Nurs. 2010;19(1):30-35. https://doi.org/10.1111/j.1447-0349.2009.00642.x
Stebbins R. Exploratory Research in the Social Sciences: Qualitative Research Methods. 48. London, England: Sage; 2001.
Gillard S, Turner K, Lovell K, et al. “Staying native”: coproduction in mental health services research. Int J Public Sector Manage. 2010;23(6):567-577. https://doi.org/10.1108/09513551011069031
Happell B, Gordon S, Bocking J, et al. How did I not see that? perspectives of nonconsumer mental health researchers on the benefits of collaborative research with consumers. Int J Ment Health Nurs. 2018;27(4):1230-1239. https://doi.org/10.1111/inm.12453
Roper C, Grey F, Cadogan E (2018). Co-production: putting principles into practice in mental health contexts (Vol. 2019). https://recoverylibrary.unimelb.edu.au/__data/assets/pdf_file/0010/2659969/Coproduction_putting-principles-into-practice.pdf. Accessed 3 October, 2019.
Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3:77-101.
Walker S, Read S, Priest H. Use of reflexivity in a mixed-methods study. Nurse Res. 2013b;20(3):38-43.
Engward H, Davis G. Being reflexive in qualitative grounded theory: discussion and application of a model of reflexivity. J Adv Nurs. 2015;71(7):1530-1538.
Walker S, Read S, Priest H. Use of reflexivity in a mixed-methods study. Nurse Res. 2013a;20(3):38-43.
Happell B, Waks S, Bocking J, et al. There's more to a person than what's in front of you”: nursing students' experiences of consumer taught mental health education. Int J Ment Health Nurs. 2019;28(4):950-959.
Jasemi M, Valizadeh L, Zamanzadeh V, Keogh B. A concept analysis of holistic care by hybrid model. Indian J Palliat Care. 2017;23(1):71-80. https://doi.org/10.4103/0973-1075.197960
Byrne L, Happell B, Welch A, Moxham L. Reflecting on holistic nursing: the contribution of an academic with lived experience of mental health service use. Issues Ment Health Nurs. 2013;34(4):265-272. https://doi.org/10.3109/01612840.2012.745038
Tatsumi CL. A NURSE'S APPROACH: the holistic caring process. Beginnings. 2017;37(5):12-14.
Hornik-Lurie T, Shalev A, Haknazar L, Garber Epstein P, Ziedenberg-Rehav L, Moran GS. Implementing recovery-oriented interventions with staff in a psychiatric hospital: a mixed-methods study. J Psychiatr Ment Health Nurs. 2018;25(9/10):569-581. https://doi.org/10.1111/jpm.12502
Santangelo P, Procter N, Fassett D. Mental health nursing: daring to be different, special, and leading recovery-focused care? Int J Ment Health Nurs. 2018;27(1):258-266.
Diekelmann J, Diekelmann N. Schooling learning teaching: toward narrative pedagogy. New York: iUniverse; 2009.
Ironside PM. Narrative pedagogy: transforming nursing education through 15 years of research in nursing education. Nurs Educ Perspect. 2015;36(2):83-88.
Diekelmann N. Narrative pedagogy: heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians. ANS Adv Nurs Sci. 2001;23(3):53-71.
Happell B, Bennetts W. Triumph and adversity: exploring the complexities of consumer storytelling in mental health nursing education. Int J Ment Health Nurs. 2016;25(6):546-553. https://doi.org/10.1111/inm.12244
Faulkner A. Survivor research and Mad studies: the role and value of experiential knowledge in mental health research. Disabil Soc. 2017;32(4):500-520. https://doi.org/10.1080/09687599.2017.1302320
Rose D. Service user/survivor-led research in mental health: epistemological possibilities. Disabil Soc. 2017;32(6):773-789. https://doi.org/10.1080/09687599.2017.1320270
Garattini S, Jakobsen JC, Wetterslev J, et al. Evidence-based clinical practice: overview of threats to the validity of evidence and how to minimise them. Eur J Intern Med. 2016;32:13-21.
Happell B, Gordon S, Bocking J, et al. “Chipping away”: non-consumer researcher perspectives on barriers to collaborating with consumers in mental health research. J Ment Health. 2019;28(1):49-55. https://doi.org/10.1080/09638237.2018.1466051
Murad MH, Asi N, Alsawas M, Alahdab F. New evidence pyramid. Evidence Based Med. 2016;21(4):125-127. https://doi.org/10.1136/ebmed-2016-110401
Landry D. Survivor research in Canada: 'talking' recovery, resisting psychiatry, and reclaiming madness. Disability and Society. 2017;32:1437-1457. https://doi.org/10.1080/09687599.2017.1322499
Patterson S, Trite J, Weaver T. Activity and views of service users involved in mental health research: UK survey. Br J Psychiatry. 2014;205(1):68-75. https://doi.org/10.1192/bjp.bp.113.128637
Happell B, Bocking J, Scholz B, Platania-Phung C. Tyranny of difference: Exploring attitudes to the role of the consumer academic in teaching students of mental health nursing. J Ment Health. 2018. https://doi.org/10.1080/09638237.2019.1581344
Byrne L, Happell B, Reid-Searl K. Recovery as a lived experience discipline: a grounded theory study. Issues Ment Health Nurs. 2015;36:935-943.