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

  • Happell 2,3, B
  • Wynaden D
  • Tohotoa 6,7, J
  • et al.
ISSN: 02606917
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Summary 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 re-contextualising 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. [ABSTRACT FROM AUTHOR]




Happell 2,3,, B., Wynaden, D., Tohotoa 6,7,, J., Platania-Phung 9,10,, C., Byrne 2,3,, L., Martin, G., & Harris 9,10,, S. (2015). Mental health lived experience academics in tertiary education: The views of nurse academics. Nurse Education Today, 35(1), 113–117. Retrieved from 10.1016/j.nedt.2014.07.006

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