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Related Experiment Videos

Pedagogy, power and service user involvement.

A Felton1, T Stickley

  • 1School of Nursing, Faculty of Medicine and Health Sciences, University of Nottingham, Nottingham, UK.

Journal of Psychiatric and Mental Health Nursing
|January 16, 2004
PubMed
Summary

Mental health nurse educators find current service user involvement in preregistration education ineffective. Exploring roles and power dynamics reveals complexities requiring further research for better educational integration.

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Area of Science:

  • Nursing Education
  • Mental Health Nursing
  • Qualitative Research

Background:

  • Service user involvement in nursing education is increasingly advocated.
  • Effective integration requires understanding educator perspectives.
  • Previous initiatives highlighted challenges in implementation.

Purpose of the Study:

  • To explore mental health nurse educators' perceptions of service user involvement in preregistration nurse education.
  • To identify barriers and facilitators to effective service user participation.
  • To understand the influence of role and power dynamics on involvement.

Main Methods:

  • Qualitative study utilizing semi-structured interviews.
  • Participants included five nurse educators from a diploma program at a teaching hospital.

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  • Thematic analysis was employed to interpret perceptions.

    • Main Results:

    • Educators perceived current service user involvement as ineffective.
    • Role definitions and power relationships were identified as significant factors influencing involvement.
    • Lack of clear roles and perceived power imbalances hindered effective participation.

    Conclusions:

    • The current model of service user involvement in this preregistration nursing program is ineffective.
    • Addressing role clarity and power dynamics is crucial for successful integration.
    • Further research is needed to develop effective strategies for service user involvement in nursing education.