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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
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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.

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.