Enabling mental health student nurses to work co-productively
| Pages | 411-422 |
| DOI | https://doi.org/10.1108/JMHTEP-10-2018-0063 |
| Date | 24 October 2019 |
| Published date | 24 October 2019 |
| Author | Stephanie Best,Arja Koski,Lynne Walsh,Päivi Vuokila-Oikkonen |
| Subject Matter | Health & social care,Mental health,Mental health education |
Enabling mental health student nurses to
work co-productively
Stephanie Best, Arja Koski, Lynne Walsh and Päivi Vuokila-Oikkonen
Abstract
Purpose –The purpose of this paper is to investigate the use of innovative teaching methods and share a
four-step model, to promote the use of co-production in mental health practice.
Design/methodology/approach –The case study approach highlights three real-life examples of day to
day experiences in mental health nurse education with innovative approaches to sharing and developing
co-production skills and attitudes in mental health student nurses.
Findings –The case studies highlight three settings where undergraduate mental health nurses experience
co-production through a world café event and dialogical community development. Common themes include
setting the environment, developing a common aim and relationship building.
Research limitations/implications –A limitation of this paper is that only three case studies are
provided, further examples would provide a greater pool of exemplars for others to draw on. However,
by focusing upon student nurse education in learning environment, these examples are transferable to
other settings.
Practical implications –The practical applications are summarised in a four-step model that can help
develop co-productive teaching methods; enable educators to set the climate and generate an
understanding of co-production that empowers students and service users.
Social implications –The emphasis and relevance of promoting co-productive working habits early on in
nurses’mental health nursing careers will enable them to raise awareness of future social implications for a
range of client groups.
Originality/value –This paper focuses upon mental health student nurses whilst providing an innovative
model to facilitate co-production experiences applicable in a range of settings.
Keywords Health and social care, Undergraduate, Co-production
Paper type Case study
Introduction
Co-production in mental health care is promoted across many European countries (Onnela et al.,
2014; Buus et al., 2017). Ideologically, the concept appears straightforward, but the reality
presents as far less simple. Co-production is often seen as an add-on, rather than an intrinsic
part of clinical practice and education (Piippo and MacGabhann, 2016). Preparing mental health
student nurses to embrace this new way of working is challenging. The purpose of this paper is
to investigate the use of innovative teaching methods to promote the use of co-production in
mental health practise and share a four-step model for teaching co-production. Using the
experiences of two European countries, Finland and Wales, findings are discussed in relation to
preparing student nurses for contemporary European clinical work.
Definitions of co-production abound in the literature, for example, “A relationship
where profession als and citizens sha re power to plan and d eliver support tog ether,
recognising that b oth partners have vital contributions to make in order to imp rove quality
of life for people and communities”(Slay and Stephens, 2013). The focus within
definitions, as demonstrated by Slay and Stephens (2013), is the need for both practitioners
and consumers to work alongside each other, bringing their differing expertise
to the setting.
Received 24 October 2018
Revised 4 September 2019
Accepted 9 September 2019
Stephanie Best is based at the
Australian Institute for Health
Innovation, Faculty of Medicine
and Health Sciences
Macquarie University,
North Ryde, Australia and
Department of Public Health,
Policy and Social Science,
Swansea University,
Swansea, UK.
Arja Koski is based at the
Diakonia Ammattikorkeakoulu,
Helsinki, Finland.
Lynne Walsh is based at the
Department of Public Health,
Policy and Social Science,
Swansea University,
Swansea, UK.
Päivi Vuokila-Oikkonen is
based at the Diakonia
Ammattikorkeakoulu,
Oulo, Finland.
DOI 10.1108/JMHTEP-10-2018-0063 VOL. 14 NO. 6 2019, pp. 411-422, © Emerald Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
PAGE411
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