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 and Harris, Scott (2015) Mental health lived experience academics in tertiary education: the views of nurse academics. Nurse Education Today, 35 1: 113-117. doi:10.1016/j.nedt.2014.07.006

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Author Happell, Brenda
Wynaden, Dianne
Tohotoa, Jenny
Platania-Phung, Chris
Byrne, Louise
Martin, Graham
Harris, Scott
Title Mental health lived experience academics in tertiary education: the views of nurse academics
Journal name Nurse Education Today   Check publisher's open access policy
ISSN 0260-6917
Publication date 2015-01-01
Year available 2014
Sub-type Article (original research)
DOI 10.1016/j.nedt.2014.07.006
Volume 35
Issue 1
Start page 113
End page 117
Total pages 5
Place of publication Kidlington, Oxford, United Kingdom
Publisher Churchill Livingstone
Language eng
Formatted 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 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.
Keyword Lived experience
Mental health
Nurse education
Service user
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online ahead of print 30 July 2014.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Psychology Publications
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Citation counts: TR Web of Science Citation Count  Cited 7 times in Thomson Reuters Web of Science Article | Citations
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Created: Tue, 21 Oct 2014, 10:51:57 EST by System User on behalf of School of Psychology