An inductive content analysis of formative feedback given by lived experience assessors in pre-registration mental health nurse education
| Published date | 11 December 2019 |
| Date | 11 December 2019 |
| DOI | https://doi.org/10.1108/JMHTEP-06-2019-0029 |
| Pages | 33-42 |
| Author | Gemma Stacey,Mark Pearson |
| Subject Matter | Health & social care,Mental health,Mental health education |
An inductive content analysis of formative
feedback given by lived experience
assessors in pre-registration mental
health nurse education
Gemma Stacey and Mark Pearson
Abstract
Purpose –In the assessment of student nurses, there is limited research exploring why the contributions of
people with lived experience (LE) have an impact on learning. The purpose of this paper is to compare
the nature of feedback provided to students by people who have both worked in and used mental
health services.
Design/methodology/approach –To explore the nature of qualitative student feedback generated from an
assessment involving people who have experience of using and working in mental health services. Therefore,
an inductive content analysis conducted on the formative written feedback provided to students following a
simulated assessment.
Findings –The results demonstrate significant similarities in the feedback provided by those with LE of using
and working within mental health services, suggesting a shared conceptualisation of professionalism.
Research limitations/implications –The research indicates the potential socialisation of professionals and
service users to not only the assessment process but also the professional expectations of mental health
nurses. These findings resonate with Barker et al.’s (1999) description of the “pseudo ordinary me”and
emphasise the principles and importance of person-centred care.
Originality/value –The paper highlights that assessment approaches which incorporate feedback from
people with LE offer a vehicle to demonstrate and explore how attributes, subjectively associated with
professionalism, can be recognised and developed by student mental health nurses.
Keywords Service user, Assessment, Lived experience, Mental health, Nurse education
Paper type Research paper
Introduction
This paper seeks to explore the nature of the formative feedback provided to student nurses by
those with lived experience (LE) and compare this to the feedback provided by mental health
professionals. A full description of the development of this assessment framework and the
implications for student leading is discussed in Stacey and Pearson (2018).
The role of people with LE in healthcare education has developed significantly and is now
acknowledged as an essential aspect of nurse education (NMC, 2010; Horgan et al., 2018). It is
especially prevalent within the field of mental health (Perry et al., 2013; Happell et al., 2014), both
in the UK (Terry, 2013; Haycock-Stuart et al., 2016; Jordan and Court, 2010) and internationally
(Duygulu and Abaan, 2013; Happell et al., 2014). Those with LE are often involved in a variety of
roles ranging from curriculum design to teaching and assessment (Terry, 2013), providing a
range of benefits to such as reducing stereotypical attitudes (Happell et al., 2015) and enhancing
the students’deeper understanding of person-centred care (Stacey and Pearson, 2018).
Received 10 June 2019
Revised 13 September 2019
Accepted 15 November 2019
Gemma Stacey and
Mark Pearson are both based
at the School of Health
Science, University of
Nottingham, Ningbo, China.
DOI 10.1108/JMHTEP-06-2019-0029 VOL. 15 NO. 1 2020, pp.33-42, © Emerald Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
PAGE33
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