Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review
Abstract
:1. Introduction
2. Background
3. Research Method
3.1. Research Aim and Design
3.2. Research Questions
- –
- What were the attributes of consumer involvement in mental health nursing education in the last 10 years?
- –
- What were the outcomes of consumer involvement in mental health nursing education for nursing students in the last 10 years?
3.3. Literature Search
3.4. Quality Evaluation of Literature
3.5. Literature Analysis
4. Results
4.1. General Characteristics of the Literature
4.2. Topics of Education Using Consumer Involvement
4.3. Education Delivery for the Consumer
4.4. The Outcomes of Mental Health Nursing Education Using Consumer Involvement
Authors (Year) | Participants | Education Subject | Consumer Involvement | Significant Outcomes |
---|---|---|---|---|
Happell et al. [7] | 68 | Lived experiences of patients with a major psychotic illness (i.e., diagnosis, treatment, recovery model, nursing care, attitudes as a mental health nurse) | Two-hour lecture | Measuring the attitude of nursing students toward consumer involvement by a consumer participation questionnaire:
|
Byrne et al. [26] | 12 | Recovery for mental health nursing practice | Lectures on lived experience, providing advice and support in a non-directive manner when discussing experiences after role play, autonomous coordination, and teaching; | Themes on experiences with consumer involvement:
|
Byrne et al. [16] | 12 | Recovery for mental health nursing practice | Lectures on lived experiences, autonomous coordination (e.g., education delivery, assessment, evaluation), and teaching | Themes on nursing students’ views of and experiences with consumer involvement:
|
O’Donnell and Gormley [15] | 12 (2 focus groups) | Not specified | Not specified | Student perceptions about consumer involvement:
|
Byrne et al. [29] | 110, consumer-led course 61, nurse-led course | Recovery in mental health nursing | The lived experience-led course | Comparison of between-group differences using the “Mental Health Consumer Participation Questionnaire:”
|
Happell et al. [31] | 131, consumer-led course 70, nurse-led course | Recovery approach to care | Autonomous coordination (e.g., coordinate the course, content, delivery) | Measuring nursing students’ attitudes toward people with mental illness:
|
Stacey et al. [27] | 112, first-year nursing students receiving inquiry-based learning | Mental health recovery | Co-facilitator of inquiry-based learning; Utilizing elements of their personal story as triggers for learning | Themes on the lived experiences of co-facilitators:
|
Stacey and Pearson [25] | 15, final year nursing students | Interpersonal skill assessment | Verbal (15-min) and written feedback on students’ initial interview (30-min) in a simulated scenario | Themes on the nature of learning based on the feedback given by consumers:
|
Happell et al. [30] | 194 | Mental health recovery (COMMUNE project) | Not specified | Self-report measures: The Mental Health Nurse Education Survey (MHNES), The Health Care version of the Opening Minds Scale (OMS), The Consumer Participation Questionnaire (CPQ):
|
Happell et al. [33] | 51 (8 focus groups) | Mental health recovery (COMMUNE project) | EBE-led teaching |
|
Happell et al. [32] | 51 (8 focus groups) | Mental health recovery (COMMUNE project) | EBE-led teaching |
|
Happell et al. [34] | 51 (8 focus groups) | Mental health recovery (COMMUNE project) | EBE-led teaching |
|
Happell et al. [22] | 51 (8 focus groups) | Mental health recovery (COMMUNE project) | EBE-led teaching |
|
Happell et al. [20] | 51 (8 focus groups) | Mental health recovery (COMMUNE project) | EBE-led teaching |
|
5. Discussion
6. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Category | Content | n | % |
---|---|---|---|
Country | Australia | 5 | 35.7 |
UK | 3 | 21.4 | |
Multisite | 6 | 42.9 | |
Published Year | 2011 | 1 | 7.1 |
2013 | 3 | 21.4 | |
2014 | 2 | 14.4 | |
2015 | 1 | 7.1 | |
2018 | 1 | 7.1 | |
2019 | 5 | 35.8 | |
2020 | 1 | 7.1 | |
Research Design | Quantitative study | 4 | 28.6 |
(pre–post design) | |||
Qualitative study | 10 | 71.4 | |
(thematic analysis, phenomenological study) |
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Kang, K.I.; Joung, J. Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review. Int. J. Environ. Res. Public Health 2020, 17, 6756. https://doi.org/10.3390/ijerph17186756
Kang KI, Joung J. Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review. International Journal of Environmental Research and Public Health. 2020; 17(18):6756. https://doi.org/10.3390/ijerph17186756
Chicago/Turabian StyleKang, Kyung Im, and Jaewon Joung. 2020. "Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review" International Journal of Environmental Research and Public Health 17, no. 18: 6756. https://doi.org/10.3390/ijerph17186756
APA StyleKang, K. I., & Joung, J. (2020). Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review. International Journal of Environmental Research and Public Health, 17(18), 6756. https://doi.org/10.3390/ijerph17186756