Service user involvement in health professional education: is it effective in promoting recovery-oriented practice?
| Published date | 02 November 2015 |
| Date | 02 November 2015 |
| Pages | 325-336 |
| DOI | https://doi.org/10.1108/JMHTEP-04-2015-0016 |
| Author | Karen Arblaster,Lynette Mackenzie,Karen Willis |
| Subject Matter | Health & social care,Mental health,Mental health education |
Service user involvement in health
professional education: is it effective in
promoting recovery-oriented practice?
Karen Arblaster, Lynette Mackenzie and Karen Willis
Karen Arblaster is Lecturer at
Faculty of Health Sciences,
University of Sydney, Sydney,
Australia and
University of Western Sydney,
Sydney, Australia.
Lynette Mackenzie is based at
Faculty of Health Sciences,
University of Sydney, Sydney,
Australia.
Professor Karen Willis is based
at Faculty of Health Sciences,
Australian Catholic University,
Melbourne, Australia.
Abstract
Purpose –The purpose of this paper is to evaluate how mental health service user involvement in health
professional education adds value to student learning about recovery-oriented practice and to determinethe
quality and suitability of instruments used in studies to evaluate this involvement in terms of their: relationship
to recovery-oriented practice; and psychometric properties.
Design/methodology/approach –Studies of service user involvement were reviewed to identify their
research objectives. These were mapped against an Australian recovery-oriented practice capability
framework together with the constructs measured by instruments used in these studies. Psychometric
properties for each instrument were evaluated using the COSMIN checklist.
Findings –While research objectives are not stated in terms of recovery-oriented practice, they do
relate to some elements of a recovery-oriented practice framework. No instrument measures outcomes
against all recovery-oriented practice domains. The AQ has the strongest evidence for its psychometric
properties. The most commonly used instrument measures only stigma and has poorly validated
psychometric properties.
Originality/value –This paper demonstrates that the “value add”of service user involvement in health
professional education has been poorly defined and measured to date. Learning from lived experience is
central to a recovery-orientation and is an expectation of health professional education programmes. Defining
objectives for service user involvement in terms of recovery-oriented practice and developing an instrument
which measures student learning against these objectives are important areas for ongoing research
supporting improved approaches to supporting people’s recovery.
Keywords Sustainability, Student learning, Health professional education, Psychometric,
Recovery-oriented practice, Service user involvement
Paper type Research paper
Objectives of this paper
The aim of this paper is to evaluate the extent to which published findings in studies of mental
health service user involvement in health professional education (undergraduate and
postgraduate) relate to the principles of recovery-oriented practice and whether they support
the assumption that this involvement adds value for student learning.
The objectives are to evaluate the research objectives of these studies against the Australian
Framework for Recovery-Oriented Mental Health Services (Australian Health Ministers Advisory
Council, 2013) and the quality of instruments used to measure outcomes in these studies. The
evaluation considers: the degree to which these instruments assess student learning against
recovery-oriented practice capabilities; and the psychometric properties of these instruments.
Received 19 April 2015
Revised 18 June 2015
Accepted 18 June 2015
DOI 10.1108/JMHTEP-04-2015-0016 VOL. 10 NO. 5 2015, pp. 325-336, © Emerald Group Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
PAGE325
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