Combining lived experience with the facilitation of enquiry-based learning: a 'trigger' for transformative learning.

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.