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Service user involvement in an undergraduate nursing programme.

Jack, E., 2020. Service user involvement in an undergraduate nursing programme. The Journal of Mental Health Training, Education and Practice, 15 (3), 125-140.

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Service user involvement in an undergraduate nursing programme.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial.


DOI: 10.1108/JMHTEP-12-2018-0073


This article highlights the impacts that service user involvement can have on the education of UK undergraduate student mental health nurses both personally and professionally. It reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach. It reports the findings from a short module evaluation of a collaboratively delivered theory unit using a qualitative approach embracing two focus groups. The findings from the two focus groups highlight that the service user input (‘expert by experience’) offered a positive learning experience for the students, enabled them to appreciate the meaning of recovery and hope, facilitated the identification as to the importance of their role in terms of connecting meaningfully with those they are supporting plus reconsidering key priorities for practice. They suggest also that there is theory/practice gap reduction as students were able to connect the service user narratives to the evidence base for deeper understanding and application. Although only a brief evaluation of a short theory module within a wider mental health programme including a limited number of students, the findings echo the wider literature and offer further rationale to support direct service user involvement in mental health education across other professions, perhaps interesting at this time as increasingly, learning/teaching programmes implement blended learning with significant online teaching and less face to face facilitation of learning. This article highlights the positive impact not only of service user input into healthcare education but also the benevolent influence skilled narratives can have as a pedagogical approach for learning. Although there is much in the literature as to the benefits for student learning in involving service users within HEI education, there is limited information as to ‘how’ and ‘why’ this is the case, this article seeks to bridge that gap

Item Type:Article
Additional Information:The uploaded file is the Author Accepted Manuscript (AAM) of the officially published article. Emerald allows authors to deposit their AAM under the Creative Commons Attribution Non-commercial International Licence 4.0 (CC BY-NC 4.0). To do this, the deposit must clearly state that the AAM is deposited under this licence and that any reuse is allowed in accordance with the terms outlined by the licence. To reuse the AAM for commercial purposes, permission should be sought by contacting
Uncontrolled Keywords:Service user involvement; Mental health education; Nurse education;
Group:Faculty of Health & Social Sciences
ID Code:33597
Deposited By: Symplectic RT2
Deposited On:26 Mar 2020 16:27
Last Modified:14 Mar 2022 14:20


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