The literature in this section responds to questions on how can service users and carers be supported in sharing their experiential knowledge within higher education, with student social workers and nurses. The literature also provides insight into the organisational aspects that need to be considered for effective and meaningful integration of experiential knowledge in social work and nursing education.
Farrow, K. (2014) ‘Involving service users in social work management education: What makes it meaningful according to the “experts”?’, Social Work Education, 33 (6), 805–18, https://doi.org/10.1080/02615479.2013.877127
Abstract
Course leaders have adopted a relatively cautious approach to involving service users and carers in Post-Qualifying (PQ) social work management education programmes in the UK, looking for opportunities in which it ‘makes sense’ for them to be included. Whilst there is, to a certain extent, the belief that involving service users and carers in PQ social work education is ‘a good thing’, it has proved challenging to implement. This research study sought to explore, through interviews with ‘experts’ in the field, why this process had proved so challenging. A term which emerged during the research was the importance of ‘meaningful involvement’. The research explored what ‘meaningful involvement’ might mean for managers, for academics and also for service users and carers; what it looks like and how might it take forward the understanding of and the preparation for PQ social work management education.
Happell, B., Bennetts, W., Harris, S., Platania-Phung, C., Tohotoa, J., Byrne, L., Wynaden, D. (2015) ‘Lived experience in teaching mental health nursing: issues of fear and power’, International Journal of Mental Health Nursing, 24 (1), 19-27, https://doi.org/10.1111/inm.12091
Abstract
Australian mental health policy clearly articulates recovery focus as the underpinning of mental health services. Barriers to achieving a recovery focus are identified in the literature, with negative attitudes of health professionals receiving particular attention. The involvement of people with lived experience of significant mental health challenges and mental health service use is essential to enhancing more positive attitudes. Lived-experience involvement in the education of nurses is evident; however, it is generally limited and implemented on an ad hoc basis. Overall, there is a paucity of literature on this topic. A qualitative exploratory study was undertaken to elicit the views and perceptions of nurse academics and lived-experience educators about the inclusion of lived experience in mental health nursing education. One major theme to emerge from the research was issues of fear and power, which included three subthemes: facing fear, demystifying mental illness, and issues of power. Lived-experience involvement has an important role to play in the education of nurses in addressing fear and demystifying the experience of mental illness. The power that lived-experience educators exercised in their roles varied considerably, and for many, was limited. Therefore, the effectiveness of lived-experience involvement requires a more equitable distribution of power.
Horgan, A., Donovan, M.O., Doody, R., Savage, E., Dorrity, C., O’Sullivan, H., Goodwin, J., Greaney, S., Biering, P., Bjornsson, E., Bocking, J., MacGabhann, L., Russell, S., Griffin, M., Jan van der Vaart, K., Allon, J., Granerud, A., Hals, E., Pulli, J., Vatula, A., Ellilä, H., Lahti, M., Happell, B. (2021) ‘Improving Service User Involvement in Mental Health Nursing Education: Suggestions from Those with Lived Experience’, Issues in Mental Health Nursing, 42 (2), 119-127, https://doi.org/10.1080/01612840.2020.1780529
Abstract
Service user involvement in mental health nursing education is increasing and a developing evidence base is demonstrating more positive attitudes towards people labelled with a mental illness. To date, most research on this approach has focussed on the perspectives of nursing students, with very limited research drawing on the expertise and opinions of service users. The aim of this study was to explore potential improvements in mental health nursing education, and ways service user involvement can be enhanced as defined by service users themselves. An international qualitative research project was undertaken involving focus groups with service users (n = 50) from Australia and five European countries. The research was coproduced between Experts by Experience (service users) and mental health nurse academics. Data were analysed thematically. Findings reflected two broad themes: (1) improvements to content, including: further emphasis on developing emotional intelligence, understanding mental distress and broader context of care; (2) Improvements to service user involvement, including: support, format, and teaching and learning techniques. These findings provide direction for maximising the benefits of service user involvement and show the value of the expertise of service users.
LaCroix, E. (2022) ‘Organizational Complexities of Experiential Education: Institutionalization and Logic Work in Higher Education’, Journal of Experiential Education, 45 (2), 157-171, https://doi.org/10.1177/10538259211028987
Abstract
Background: Universities continue to experience pressure to prepare work-ready graduates. In Ontario, this has recently taken the form of new provincial funding metrics which include experiential education. This places more formal pressure on all provincial universities to foster experiential education.
Purpose: This study focuses on the organizational dynamics within a selected university as it developed an Experiential Education Certificate (EEC). Methodology/Approach: Using a qualitative approach, this case study relies on multiple methods. Content analysis was used to analyze textual data that framed the EEC. Semi-structured interviews (n = 12) with institutional actors were used to analyze how experiential education is framed administratively and practiced at the technical level of the university.
Findings/Conclusions: Although the EEC reflected a management logic, it was not fully aligned with the academic logic of ground-level technical actors (e.g., professors). Institutionalizing experiential education has implications for multiple logics at play within universities and thus requires more “logic work” of those working within.
Implications: This exploratory study lays the groundwork for further theorizing experiential education from an organizational perspective, namely, studying experiential education across disciplines, theorizing at the field level, and including administrators.
Lonbay, S.P., Cavener, J., O Driscoll, S., Chappell, S. (2022) ‘Enhancing Educator by Experience led social work training: Lessons learned from the development of a Teaching Partnership Funded Project’, Social Work Education, 41 (4), 425-441, doi.org/10.1080/02615479.2020.1843615
Abstract
This paper shares learning from a project designed as part of a UK regional Teaching Partnership (TP) development to enhance service user and carer, or what we prefer to term ‘Educator-by Experience, Led’ social work teaching and training. The paper illustrates development of the project and the approach taken to agree the project remit and undertake the work. We discuss the project guiding principles and some challenges we encountered within the project development process and reflect on some lessons learned. The overall aim of this paper is to share practice-informed experiential learning to enhance ‘Educators by Experience-Led’ social work teaching and training. The paper will assist in enhancing the engagement of ‘Educators by Experience’ in the design, delivery and evaluation of social work education and training programmes.
Jury, R., Boxall, K. (2021) ‘Exploring the involvement of men who use intimate partner violence in social work education: Student and service user views’, International Social Work, 64 (6), 917-930, https://doi.org/10.1177/002087281988498
Abstract
There is growing international interest in service user involvement in social work education, but some service user groups are more likely to be included than others. This article explores the possibility of involving male service users who use intimate partner violence in Australian social work education. The article describes focus groups conducted separately with social work students and men who use intimate partner violence, which explored participants’ understandings of lived experience, service user involvement in social work education and the place of men who use intimate partner violence in the social work academy. The findings suggest it may be possible to involve previously excluded service user groups in social work education.
Minogue, V., Donskoy, A.-L. (2017) ‘Developing a training package: lessons in partnership-working between health professionals, service users and carers’, International Journal of Health Care Quality Assurance, 30 (5), 458-466.
Abstract
Purpose: The purpose of this paper is to outline the development of a training package for service users and carers with an interest in NHS health and social care research. It demonstrates how the developers used their unique experience and expertise as service users and carers to inform their work.
Design/methodology/approach: Service users and carers, NHS Research and Development Forum working group members, supported by health professionals, identified a need for research training that was tailored to other service user and carer needs. After reviewing existing provision and drawing on their training and support experience, they developed a training package. Sessions from the training package were piloted, which evaluated positively. In trying to achieve programme accreditation and training roll-out beyond the pilots, the group encountered several challenges.
Findings: The training package development group formed good working relationships and a co-production model that proved sustainable. However, challenges were difficult to overcome owing to external factors and financial constraints.
Practical implications: Lessons learnt by the team are useful for other service users and carer groups working with health service professionals. Training for service users and carers should be designed to meet their needs; quality and consistency are also important. The relationships between service user and carer groups, and professionals are important to understanding joint working. Recognising and addressing challenges at the outset can help develop strategies to overcome challenges and ensure project success.
Originality/value: The training package was developed by service users and carers for other service users and carers. Their unique health research experience underpinned the group’s values and training development.
Toikko, T. (2016) ‘Becoming an expert by experience: an analysis of service users’ learning process’, Social Work in Mental Health, 14 (3), 292-312, https://doi.org/10.1080/15332985.2015.1038411
Abstract
The study examines mental health service users’ learning processes regarding becoming “experts by experience.” The data consist of 12 audio-recorded interviews of mental health service users who took part in a specific training program regarding becoming experts by experience. The research methodology was based on a qualitative attitude approach, in which each interviewee is asked to respond to statements related to the research question. According to the study, the interviewees’ learning processes consist of individual and collective processes. The individual learning process helps a service user to create his or her identity as an expert by experience, and the collective learning process supports a service user in constructing the social role of such an expert. Throughout the learning processes, service users explored four different themes: creating distance from experiences, sharing experiences with peers and friends, combining experiences with existing competences, and developing an orientation toward the future. The interviewees reflected all four themes as a part of their learning process, but the order of the themes varied greatly. Thus, expertise is a unique phenomenon that can be constructed from different combinations of the themes. In this study, the learning process is described as a vector model.
Ward, N., Raphael, C., Clark, M., Raphael, V. (2016) ‘Involving People with Profound and Multiple Learning Disabilities in Social Work Education: Building Inclusive Practice, Social Work Education, 35 (8), 918-932, https://doi.org/10.1080/02615479.2016.1239705
Abstract
Service user and carer engagement is a foundational requirement of social work education. Despite this, questions remain about how diverse experiences are represented and who might be excluded from involvement. This paper focusses on one group of people who it is suggested are excluded from involvement, people with profound and multiple learning disabilities. Evidence is presented which demonstrates the extent to which this group have been marginalised and excluded from processes of involvement. The paper then provides a case study of one universities’ experience of developing work in this area, when a man with profound and multiple learning disabilities was commissioned to design and deliver specialist teaching for a group of qualifying social work students. We argue that the main barrier to inclusive involvement for people with profound and multiple learning disabilities is the attitudes and assumption of others about what they are capable of. We demonstrate how involvement in social work education helps to address these barriers by challenging the assumptions of students, the academy and society more broadly.
Winn, S., Lindqvist, S. (2019). Purposeful involvement of experts by experience, The Clinical Teacher 16 (3), 183-188, https://doi.org/10.1111/tct.13032
Abstract
Background: There is a growing requirement from professional bodies in the UK that health and social care education must include the voice of experts by experience (EbE). Active steps have been taken at the international level in order to truly embed their involvement. In parallel with this development, there is compounding evidence collated globally that links interprofessional education (IPE) to improved health outcomes. As the involvement of EbE plays a central role in IPE there is an increased expectation for teachers to be able to successfully involve EbE in IPE and other health education.
Issue: Although there is some guidance available to teachers on how to involve EbE in pre-registration health and social care education, less guidance is available on how to involve EbE in complex educational interventions, such as IPE. Hence the need for faculty member development.
Approach: The Centre for Interprofessional Practice (CIPP) has involved nearly 350 EbE in a variety of IPE since 2005. This review draws on insights from the CIPP to identify a number of practice points for teachers who wish to involve EbE in IPE, or as part of education for their specific profession. The practice points are endorsed by EbE and discussed in light of initiatives and evidence reported by others in the literature. To help contextualise and make use of these practice points they were grouped according to the presage–process–product (3P) model. This article can inform faculty member development aimed at new or senior educators, and our insights are equally applicable to both uni- and interprofessional contexts.