Mental health lived experience academics in tertiary education: The views of nurse academics

Brenda HAPPELL, DIANNE WYNADEN, Jenny Tohotoa, Chris PLATANIA-PHUNG, LOUISE BYRNE, Graham Martin, Scott Harris

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Background: Australian national mental health strategy emphasises inclusion of people diagnosed with mental illness in all areas of mental health care, policy development and education of health professionals. However, the way this inclusion has translated to Australian universities is relatively unexplored. Objectives: Explore views of nurse academics regarding service user involvement in nursing education programmes. Design: Qualitative exploratory. Settings: Australian universities offering educational programmes in nursing at postgraduate and undergraduate levels. Participants: Thirty four participants from 27 Australian universities participated. Methods: Data were collected using semi-structured telephone interviews with academics involved in teaching and/or coordinating undergraduate and/or postgraduate mental health nursing contents. Data were analysed using content analysis based on four cognitive processes: comprehending, synthesising, theorising and recontextualising data. Results: Four major themes emerged: good idea? long way to go; conceptualising the service user academic role; strengths of lived experience led student learning; and barriers to implementation. Conclusions: Findings indicated strong support for including mental health service users in teaching nursing students. However, at most universities service user engagement was often an informal arrangement, lacking clear guidelines and limited by financial barriers and the positioning of mental health nursing within curricula.
Original languageEnglish
Pages (from-to)113-117
Number of pages5
JournalNurse Education Today
Volume35
Issue number1
DOIs
Publication statusPublished - 2015
Externally publishedYes

Fingerprint

Mental Health
nursing
nurse
mental health
Nurses
Psychiatric Nursing
Education
university
education
experience
Nursing
Professional Education
inclusion
Nursing Students
Policy Making
Mental Health Services
Health Policy
Health Education
Curriculum
telephone interview

Cite this

HAPPELL, B., WYNADEN, DIANNE., Tohotoa, J., PLATANIA-PHUNG, C., BYRNE, LOUISE., Martin, G., & Harris, S. (2015). Mental health lived experience academics in tertiary education: The views of nurse academics. Nurse Education Today, 35(1), 113-117. https://doi.org/10.1016/j.nedt.2014.07.006
HAPPELL, Brenda ; WYNADEN, DIANNE ; Tohotoa, Jenny ; PLATANIA-PHUNG, Chris ; BYRNE, LOUISE ; Martin, Graham ; Harris, Scott. / Mental health lived experience academics in tertiary education: The views of nurse academics. In: Nurse Education Today. 2015 ; Vol. 35, No. 1. pp. 113-117.
@article{ae8a7f2f34274dffa12f6fda2575f85a,
title = "Mental health lived experience academics in tertiary education: The views of nurse academics",
abstract = "Background: Australian national mental health strategy emphasises inclusion of people diagnosed with mental illness in all areas of mental health care, policy development and education of health professionals. However, the way this inclusion has translated to Australian universities is relatively unexplored. Objectives: Explore views of nurse academics regarding service user involvement in nursing education programmes. Design: Qualitative exploratory. Settings: Australian universities offering educational programmes in nursing at postgraduate and undergraduate levels. Participants: Thirty four participants from 27 Australian universities participated. Methods: Data were collected using semi-structured telephone interviews with academics involved in teaching and/or coordinating undergraduate and/or postgraduate mental health nursing contents. Data were analysed using content analysis based on four cognitive processes: comprehending, synthesising, theorising and recontextualising data. Results: Four major themes emerged: good idea? long way to go; conceptualising the service user academic role; strengths of lived experience led student learning; and barriers to implementation. Conclusions: Findings indicated strong support for including mental health service users in teaching nursing students. However, at most universities service user engagement was often an informal arrangement, lacking clear guidelines and limited by financial barriers and the positioning of mental health nursing within curricula.",
keywords = "Lived experience, Mental health, Nurse education, Service user",
author = "Brenda HAPPELL and DIANNE WYNADEN and Jenny Tohotoa and Chris PLATANIA-PHUNG and LOUISE BYRNE and Graham Martin and Scott Harris",
year = "2015",
doi = "10.1016/j.nedt.2014.07.006",
language = "English",
volume = "35",
pages = "113--117",
journal = "Nurse Education Today",
issn = "0260-6917",
publisher = "Churchill Livingstone",
number = "1",

}

HAPPELL, B, WYNADEN, DIANNE, Tohotoa, J, PLATANIA-PHUNG, C, BYRNE, LOUISE, Martin, G & Harris, S 2015, 'Mental health lived experience academics in tertiary education: The views of nurse academics', Nurse Education Today, vol. 35, no. 1, pp. 113-117. https://doi.org/10.1016/j.nedt.2014.07.006

Mental health lived experience academics in tertiary education: The views of nurse academics. / HAPPELL, Brenda; WYNADEN, DIANNE; Tohotoa, Jenny; PLATANIA-PHUNG, Chris; BYRNE, LOUISE; Martin, Graham; Harris, Scott.

In: Nurse Education Today, Vol. 35, No. 1, 2015, p. 113-117.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Mental health lived experience academics in tertiary education: The views of nurse academics

AU - HAPPELL, Brenda

AU - WYNADEN, DIANNE

AU - Tohotoa, Jenny

AU - PLATANIA-PHUNG, Chris

AU - BYRNE, LOUISE

AU - Martin, Graham

AU - Harris, Scott

PY - 2015

Y1 - 2015

N2 - Background: Australian national mental health strategy emphasises inclusion of people diagnosed with mental illness in all areas of mental health care, policy development and education of health professionals. However, the way this inclusion has translated to Australian universities is relatively unexplored. Objectives: Explore views of nurse academics regarding service user involvement in nursing education programmes. Design: Qualitative exploratory. Settings: Australian universities offering educational programmes in nursing at postgraduate and undergraduate levels. Participants: Thirty four participants from 27 Australian universities participated. Methods: Data were collected using semi-structured telephone interviews with academics involved in teaching and/or coordinating undergraduate and/or postgraduate mental health nursing contents. Data were analysed using content analysis based on four cognitive processes: comprehending, synthesising, theorising and recontextualising data. Results: Four major themes emerged: good idea? long way to go; conceptualising the service user academic role; strengths of lived experience led student learning; and barriers to implementation. Conclusions: Findings indicated strong support for including mental health service users in teaching nursing students. However, at most universities service user engagement was often an informal arrangement, lacking clear guidelines and limited by financial barriers and the positioning of mental health nursing within curricula.

AB - Background: Australian national mental health strategy emphasises inclusion of people diagnosed with mental illness in all areas of mental health care, policy development and education of health professionals. However, the way this inclusion has translated to Australian universities is relatively unexplored. Objectives: Explore views of nurse academics regarding service user involvement in nursing education programmes. Design: Qualitative exploratory. Settings: Australian universities offering educational programmes in nursing at postgraduate and undergraduate levels. Participants: Thirty four participants from 27 Australian universities participated. Methods: Data were collected using semi-structured telephone interviews with academics involved in teaching and/or coordinating undergraduate and/or postgraduate mental health nursing contents. Data were analysed using content analysis based on four cognitive processes: comprehending, synthesising, theorising and recontextualising data. Results: Four major themes emerged: good idea? long way to go; conceptualising the service user academic role; strengths of lived experience led student learning; and barriers to implementation. Conclusions: Findings indicated strong support for including mental health service users in teaching nursing students. However, at most universities service user engagement was often an informal arrangement, lacking clear guidelines and limited by financial barriers and the positioning of mental health nursing within curricula.

KW - Lived experience

KW - Mental health

KW - Nurse education

KW - Service user

U2 - 10.1016/j.nedt.2014.07.006

DO - 10.1016/j.nedt.2014.07.006

M3 - Article

VL - 35

SP - 113

EP - 117

JO - Nurse Education Today

JF - Nurse Education Today

SN - 0260-6917

IS - 1

ER -

HAPPELL B, WYNADEN DIANNE, Tohotoa J, PLATANIA-PHUNG C, BYRNE LOUISE, Martin G et al. Mental health lived experience academics in tertiary education: The views of nurse academics. Nurse Education Today. 2015;35(1):113-117. https://doi.org/10.1016/j.nedt.2014.07.006