Authors: Rod McKay, Alison Ryder, Bé Aadam
Year: 2017
Event: 2017 TheMHS Conference
Subject: Reform, Change, Innovation
Type of resource: Conference Presentations and Papers
Abstract: Mental health policy reform in Australia has led to the expectation of increased consumer participation not only in all aspects of service delivery, but also in the education and training of mental health professionals (Happell & Roper, 2009; Simons et al., 2007). The aim of this paper is to describe the pedagogical model used by the Health Education and Training Institute’s (HETI) new higher education courses which have integrated Recovery approaches and used a co-design framework that allowed consumers and health professionals to collaborate on design, delivery and evaluation of educational content.
Dr Roderick McKay, our first presenter, will speak to the research and national documents that underpins this model and why HETI decided to include Recovery and lived experience at its core. Dr Ally Ryder and Bè Aadam will talk to the strategies that were used in working together and the insights gained in reshaping mental health education in NSW.
The journey has had many rewards, but also significant challenges. We will do our best to not gloss over either in order to provide encouragement and practical advice to others considering commencing similar reform.
Learning Objectives
Learning Objective 1: People will walk away with:
• A case study of co-design and recovery integration in a mental health higher education setting
• An understanding of the challenges and rewards of the co-design and recovery integration
• Knowledge that the NSW government actively engages with co-design methodologies
Learning Objective 2: This topic is relevant because:
• It is an innovation and positive change in mental health education.
• It demonstrates a collaboration between consumers and health professionals.
• It provides a case study to inform similar initiatives within mental health services.
• It encourages others to follow suit.
• It suggests that consumers don’t need to be afraid of mixing with influential organisations to provide personal, valuable and insightful input.
References
Happell, B., & Roper, C. (2009). Promoting genuine consumer participation in mental health education: A consumer academic role. Nurse Education Today, 29(6), 575-579.
Simons, L., Tee, S., Lathlean, J., Burgess, A., Herbert, L., & Gibson, C. (2007). A socially inclusive approach to user participation in higher education. Journal of Advanced Nursing, 58, 246-255. doi: 10.1111/j.1365- 2648.2007.04216.x
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