Developing values‐based education through service user participation
| Published date | 14 April 2010 |
| Date | 14 April 2010 |
| DOI | https://doi.org/10.5042/jmhtep.2010.0216 |
| Pages | 20-27 |
| Author | Lucy Simons,Steve Tee,Tina Coldham |
| Subject Matter | Health & social care |
20 The Journal of Mental Health Training, Education and Practice Volume 5 Issue 1 March 2010 © Pier Professional Ltd
10.5042/jmhtep.2010.0216
Developing values-based
education through service
user participation
Abstract
Mental health education aims to develop values-
based practice to support practi tioners in
clinical decision-making. Values-based practice
requires hig h levels of cultura l competence
achieved through service user participation in
professional preparation. The degree of service
user participa tion remains depe ndent on the
values of programme providers.
In this paper, we consider whether strategies to
involve service users in mental health professional
education can support the principles of values-
based practice. To do this, we have drawn on
the findings from qualitative studies of educators’
practices and their views regarding service user
involvem ent. Va lues-based practic e requi res
self-awareness of values impacting on decisions
and knowledge deri ved fr om ser vice u sers’
personal accounts . The stu dies suggest that
while opportunities exi st for serv ice us ers to
present their accounts, few examples of service
user involvement facilitated deeper examination
of values underpinning decision-making. Enabling
service users to influence values-based practice
development requires more authentic participatory
approaches. Educators valued the contribution
of service users’ experiential knowledge to the
learning process, but there was less evidence
of educators’ values base that would model
commitment to the empowerment of service
users.
Key words
user involvement; mental health education; values-
based practice
Values-based practice and service user
involvement
Values-based practice in mental health (Fulford, 2004) is a
tool for ensuring health care is more individualised, and in
this paper we consider whether strategies to involve service
users in mental health professional education can support
the principles of this approach. Values-based practice has
been compared to Kant’s (1987) conception of reflective
judgment and, according to Rubin (2008) has its historical
origins in liberal political theory. It is an open and inclusive
process that supports decision-making and, as Thornton
(2008) points out, is dependent on ‘learnable’ skills that
enable practitioners to consider diverse values and to be
focused as much on ‘process’ as outcomes. In identifying
key principles in the use of values-based practice, Fulford
(2004) highlighted the importance of communication
skills, ethical reasoning, priority in terms of information
being given to the patients’ perspective and care being
taken in the use of language. Although a relatively recent
development, achieving the aim of putting decisions in
Lucy Simons
Visiting Senior Research Fellow, School of Health Sciences, University of Southampton
Steve Tee
Senior Lecturer, School of Health Sciences, University of Southampton
Tina Coldham
Mental Health User Consultant, Trainer and Researcher, School of Health Sciences, University of
Southampton
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