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Related Experiment Video

Updated: Apr 8, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Combining lived experience with the facilitation of enquiry-based learning: a 'trigger' for transformative learning.

G Stacey1, R Oxley2, A Aubeeluck2

  • 1Nursing, Midwifery & Physiotherapy, University of Nottingham, Nottingham, UK.

Journal of Psychiatric and Mental Health Nursing
|June 27, 2015
PubMed
Summary

This study explores combining lived experience with enquiry-based learning to foster transformative understanding of mental health recovery among nursing students. Findings show this approach positively impacts preconceptions and future practice, highlighting the need for facilitator and student preparation.

Keywords:
nursing educationuser involvement

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Area of Science:

  • Mental Health Nursing Education
  • Transformative Learning Theory
  • Threshold Concepts in Education

Background:

  • Recovery-orientated practice values are integral to international mental health nursing education.
  • Skepticism exists regarding student assimilation of recovery principles due to the challenges of transformational learning.
  • Threshold concept learning, a type of transformational learning, presents difficulties but can positively influence understanding, beliefs, and values.

Purpose of the Study:

  • To discuss the potential of combining lived experience of mental distress with enquiry-based learning (EBL).
  • To explore how this combination can trigger transformative learning in mental health nurse education.
  • To promote a deeper understanding of mental health 'recovery' among nursing students.

Main Methods:

  • A co-facilitated enquiry-based learning (EBL) approach was implemented.
  • An open-ended survey was distributed to pre-registration nursing students (n=112).
  • Data analysis focused on students' perceptions of the educational approach's impact.

Main Results:

  • Students identified specific attributes of the co-facilitated EBL approach as positively influencing their understanding.
  • The educational approach impacted students' preconceptions, understanding of complex theory, and future practice.
  • Recovery was identified as a 'threshold concept,' indicating the educational approach's effectiveness in promoting transformative learning.

Conclusions:

  • Combining lived experience with EBL can be a powerful educational strategy for mental health nursing.
  • This approach facilitates transformative learning, impacting attitudes, beliefs, and practice related to mental health recovery.
  • Adequate support and preparation for both students and facilitators are crucial for successful implementation.