Reflections on developing a blended learning recovery programme for family carers of people who have mental ill-health
| Date | 10 September 2018 |
| DOI | https://doi.org/10.1108/JMHTEP-03-2017-0016 |
| Published date | 10 September 2018 |
| Pages | 283-294 |
| Author | Joanna Fox,Anne-Marie Smith,Lizzie Kenedler,George Evangelinos |
| Subject Matter | Health & social care,Mental health,Mental health education |
Reflections on developing a blended
learning recovery programme for
family carers of people who have
mental ill-health
Joanna Fox, Anne-Marie Smith, Lizzie Kenedler and George Evangelinos
Abstract
Purpose –The purpose of this paper is to reflect on the development of a recovery-oriented training
programme for mental health care-givers. It also considers the effectiveness of using participatory research
methods that promote involvement of people with diverse expertise to co-produce this programme. It
presents a rationale for developing recovery-oriented training, which employs blended learning, comprising
face-to-face and e-learning.
Design/methodology/approach –A small advisory group consisting of professionals, experts-by-
experience (service users) and -by-caring (care-givers) and an academic developed a blended learning
programme about the recovery approach for mental health carer-givers. This paper details the participatory
approach supported by an action research cycle that contributed to the design of the programme, and the
specific impact of experiential knowledge on its development.
Findings –Reflections on the advis ory group process are desc ribed that led to the co-pr oduction
of the course. This leads to consideration of the value of using this research approach to develop
a carer-focused programme. The content of the recovery-oriented training programme is presented which
adopts blended learning. This leads to discussion of potential of this format to improve carers’access
to training.
Originality/value –It is proposed that this recovery-oriented course, building on a previous study, has the
potential to positively influence outcomes for the training programme participants (the care-givers) and
the person they support. It is suggested that blended learning may in part overcome some of the barriers
carers experience to accessing and participating in traditional interventions. Reflections on the process
of co-production underline the value of participatory research in designing this recovery-oriented course
for carers.
Keywords Recovery, Blended learning, Informal carers, Education programme, Mental ill-health
Paper type Research paper
Introduction
Carersoftenhaveapositiveandbeneficialrole in supporting the recovery of their family
member who experiences mental ill-health (Repper et al., 2008; Fox, 2017). They often know
the service user well and understand what supports and what hinders their well-being
(SRN, 2009). Yet, mental health caring can have a significant and negative impact on carers’
well-being and life opportunities (Hastrup et al., 2011). Despite recognition of these two
factors, there are limited interventions available to inform, support and enable carer-givers to
care for themselves and for their family member effectively (Yesufu-Udechuku et al., 2015);
although it must be acknowledged that care-givers also often experience hope, joy and
optimism as they support the person using mental health services during their recovery
(Repper et al., 2008).
Received 8 March 2017
Revised 14 March 2018
14 June 2018
Accepted 9 July 2018
Internal funding was provided by
Anglia Ruskin University.
Joanna Fox based at the
School of Education and
Social Work, Anglia Ruskin
University, Cambridge, UK.
Anne-Marie Smith is Lecturer at
the Department of Health and
Social Work, University of
Hertfordshire, Hatfield, UK.
Lizzie Kenedler is Clinical Nurse
Specialist at the CAMEO,
Cambridge and Peterborough
Foundation Trust,
Cambridge, UK.
George Evangelinos is Senior
Learning Technologist at the
Anglia Ruskin University,
Cambridge, UK.
DOI 10.1108/JMHTEP-03-2017-0016 VOL. 13 NO. 5 2018, pp. 283-294, © Emerald Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
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