Authors: Fay Jackson, Christopher Groot, Scott Gourlay, Jenny Chen, Jack Charles Collins, Justin Scanlan, Andrea McCloughen, Rosa Howard, Claire Ashton-James, Claire O'Reilly, Rebekah Moles, Paul Beckett, Tina Xu, Carl R. Schneider,Timothy F. Chen, Bandana Saini, Jennifer Ong, Margaret McGrath, Karen Watson, Sarira El-den, Kirsty Rosie, Katrina Clarke, Adrian Booth, Bridget Hamilton & Hosu Ryu
Year: 2023
Event: 2023 The MHS conference - Adelaide
Subject: Education, Research, Workforce
Type of resource: Conference Presentations and Papers
Abstract:
Presentation 1: The Hearing Voices Project: Lived Experience Led Discussions on Controversial Issues in University Psychology Curricula.
Authors: Fay Jackson, Christopher Groot & Scott Gourlay
Abstract
The perspectives of Australians with lived experience have historically not been well represented in undergraduate curricula addressing mental ill-health. In particular, difficult and controversial conversations pertaining to human rights have been neglected in this space. The Melbourne School of Psychological Sciences has partnered with Flourish Australia to fill this gap in the ‘Hearing Voices’ curriculum program at the University of Melbourne.
The Hearing Voices program was presented in semester 1, 2023 at the third-year undergraduate level and explored lived experience perspectives on pressing human rights issues. Topics included models of mental ill-health, implications of diagnosis, the mental health system and embedded power imbalances, coercive treatment practices, psychopharmacology, stigma and discrimination, cultural issues, inclusion and co-design, and the peer workforce. Each week, students attended a 90-minute lecture and a 30-minute discussion on intersecting human rights issues held between Flourish Australia lived experience advocates and the subject coordinator. Students also participated in a 90-minute practical workshop exploring the benefits, tensions, and processes involved in authentic co-design. This presentation will provide an overview of the program, its evaluation findings, and will conclude with recommendations for delegates who wish to pursue co-created tertiary curricula programs in challenging and uncomfortable spaces.
Learning Objective
We hope that attendees will:
1. Understand why representing lived-experience perspectives in tertiary curricula is important;
2. Learn about the process and experience of exploring controversial human rights-related issues within a clinical mental health education and training context.
3. Learn how to connect with our presenters to pursue similar programs.
References
Happell, B., Wynaden, D., Tohotoa, J., Platania-Phung, C., Byrne, L. et al. (2015). Mental health lived experience academics in tertiary education: The views of nurse academics. Nurse Education Today, 35, 113–117. DOI 10.1016/j.nedt.2014.07.006.
Happell B, Bennetts W. Triumph and adversity: Exploring the complexities of consumer storytelling in mental health nursing education. Int J Ment Health Nurs. 2016 Dec;25(6):546-553. doi: 10.1111/inm.12244. Epub 2016 Aug 6. PMID: 27495387.
Presentation 2: Psychosis care education for healthcare curricula: co-design and content validation with mental health stakeholders.
Authors: Jenny Chen, Jack Charles Collins, Justin Scanlan, Andrea McCloughen, Rosa Howard, Claire Ashton-James, Claire O'Reilly, Rebekah Moles, Paul Beckett, Tina Xu, Carl R. Schneider, Timothy F. Chen, Bandana Saini, Jennifer Ong, Margaret McGrath, Karen Watson & Sarira El-den
Abstract
Psychotic disorders are associated with high disease burden and suicide risk¹. Nonetheless, health curricula lack adequate mental health crisis education². Hence, it is important to partner with stakeholders, including people with lived experience and health professionals when developing curricular content focusing on psychosis care, to ensure educational material is authentic and reflects real-life practice. This presentation aims to 1) describe the process used to co-design psychosis care simulation assessments with people with lived experience of mental illness; and 2) explore the content validity of the co-designed assessments from the perspective of healthcare professionals.
Eight people with lived experience of mental illness participated in a Nominal Group Technique (NGT) meeting to generate and prioritise ideas for psychosis care assessments for medical, nursing, pharmacy, and occupational therapy curricula. Prioritised ideas guided the development of role-play assessments by 12 discipline experts. Assessments were content validated by 11 experts for their relevance and clarity, using the content validity index (CVI).
Four ideas were prioritized during the NGT meeting, relating to medication nonadherence and side effects, suicide, relapse, and hallucinations. CVIs ranged from 0.8 to 1. Assessments were modified based on content validation. The co-designed and valid scenarios will be integrated into healthcare curricula.
Learning Objective
Describe the process used to collaborate with mental health stakeholders to co-design psychosis care assessments for health curricula.
References
1. Yates K, Lång U, Cederlöf M, Boland F, Taylor P, Cannon M, et al. Association of psychotic experiences with subsequent risk of suicidal ideation, suicide attempts, and suicide deaths: a systematic review and meta-analysis of longitudinal population studies. JAMA psychiatry. 2019;76(2):180-9.
2. Boukouvalas E, El-Den S, Murphy AL, Salvador-Carulla L, O’Reilly CL. Exploring health care professionals’ knowledge of, attitudes towards, and confidence in caring for people at risk of suicide: a systematic review. Arch of Suicide Res. 2019;34(sup2):S1 - S31.
Presentation 3: Model, Attract, Prepare and Support Approach - Paving the way to the Carer Lived Experience Workforce in Public Mental Health.
Authors: Kirsty Rosie & Katrina Clarke
Abstract
Monash Health, Mental Health Program, Consumer Family Carer Service has been supporting families, carers and supporters for more than18 years. Commencing with a carer support group, facilitated by family/carer consultant’s roles. Over the last eight years it lead to the creation of a carer register, allowing for ongoing communication and connection to the community, formalising into the Carer Lived Experience Community Engagement and Participation Program. The Model, Attract, Prepare and Support (MAPS) Approach was conceived in 2020, that intentionally, models, attracts, prepares and supports the community into the carer lived experience paid participation. This approach was developed to describe a viable pathway to the unique Carer Lived Experience Workforce (CLEW).
This MAPS Approach addresses the gap identified in Victoria’s Mental Health and Wellbeing Workforce Strategy 2021-2024 (Strategy 2021), in relation to the increasing demand and lack of supply of the CLEW. Recommendation 2.3 of the Human Rights Roadmap: 40 ways to operationalise human rights in Victoria’s mental health and wellbeing system, sets out to convey issues in relation to the gap, stating the need for ‘strengthening supports for people with lived experience…to gain and obtain employment in the mental health and wellbeing system’ (2022 p. 28).
The Strategy (2021) states that ‘the current demand for workers within the sector exceeds the supply’ creating critical supply challenges (p. 23). Therefore, it is integral to address the existing shortages and to develop a pathway to connect people to the Lived and Living Experience Workforce (LLEW). The Strategy (2021) also highlights that the LLEW, have the highest job vacancy rate of 23%, in comparison with other mental health disciplines within Victoria, with the lowest overall rate of 10% (p. 22).
Learning Objective
Learning Objectives
1. The 4 steps of the Carer Lived Experience Engagement and Participation Program will be outlined, highlighting the MAPS Approach, where the findings will be presented, showing the pathway to the CLEW. The value of the how the MAPS Approach builds capacity within the public mental health carer community will be demonstrated, as will how the approach creates opportunities for paid participation, and how it contributes to the growth of the CLEW.
2. Awareness will be created in relation to the MAPS Approach and it will be illustrated, how this program, operationalises human rights, to strengthen supports for people with lived experience (including people from key population groups) to gain, obtain and sustain employment in the mental health and wellbeing system. This approach can be replicated and translated within other similar contexts.
References
Mental Health Victoria, Monash University, and Castan Centre for Human Rights Law and Mental Health Victoria The Human Rights Roadmap – 40 ways to operationalise humans rights in Victoria’s mental health and well-being system. (September, 2022). https://apo.org.au/sites/default/files/resource-files/2022-09/apo-nid320950.pdf
The State of Victoria, Australia, Department of Health, December (2021) Victoria’s Mental Health and Wellbeing Workforce Strategy 2021-2024 ISBN/ISSN 978-1-76096-662-1 (online/PDF/Word) https://www.helth.vic.gov.au/strategy-and-planning/mental-health-workforce-strategy
Presentation 4: Preparing the Foundations for a SA Strategic Plan for Mental Health Workforce Learning and Development.
Author: Adrian Booth
Abstract
An intrinsic element of mental health reform and service delivery is ensuring we have a skilled, supported, and effective mental health workforce. In South Australia, like many other jurisdictions, we are faced with numerous challenges regarding attracting and increasing retention of mental health professionals, and integrating systems for workforce development to strengthen workforce capacity. Identifying and matching training needs across the diversity of mental health service settings; a lack of standardised monitoring tools for measuring effective learning and development; providing opportunity for education and training to advance competencies and capability measures, all requires investment and attention to support a contemporary future focused mental health workforce. This paper describes how South Australia is working to address these challenges. It illustrates what strategies SA Health is implementing to ensure that South Australia’s mental health workforce is ready to embed dignity, humanity and human rights into not only our training programs but also in our approaches to building mental health workforce skill and capability. Furthermore, it articulates how SA Health is integrating the new and emerging ‘lived experience’ peer workforce into the health environments which are safe, productive, and engaging in both co-design and training delivery.
Learning Objective
1.Approaches being used to help shape and support learning and development across the SA mental health workforce in a context of human rights, dignity and inclusion and adoption of co-design and delivery with the peer education and lived experience workforce.
2. Contemporary workforce challenges require a supported and skilled workforce
References
N/A
Presentation 5: Evaluation of Clinical Supervision Implementation for Mental Health Nurses in Victoria, Australia.
Authors: Bridget Hamilton & Hosu Ryu
Abstract
The Royal Commission into Victoria's Mental Health System has recognised the importance of a skilled and capable mental health workforce in providing safe and high-quality care to consumers. Mental health nurses (MHNs) make up a significant proportion of the mental health workforce. As the role and scope of MHNs continue to grow and expand, clinical supervision (CS) is increasingly considered key support to contemporary nursing practice (Howard & Eddy-Imishue, 2020).
The Victorian Chief Mental Health Nurse has developed a standardised CS implementation framework to support mental health services in integrating CS in all MHNs' practices (Department of Health, 2018).
The purpose of this study is to evaluate the CS implementation by exploring nurses' experiences and the factors affecting this experience through a mixed-method design.
This presentation will report preliminary survey data collected from four participating public mental health services in Victoria. By exploring the supervisees' experience, this evaluation study will offer valuable insights into what makes supervision work for individual nurses in what circumstances. These insights can assist organisations in effectively implementing and sustaining CS for their mental health nurses.
Learning Objective
The presentation delivers valuable insights into what makes supervision work for nurses, to be able to assist leaders and organisations to effectively implement and sustain CS for their mental health nurses.
Supporting mental health nurses' growth through clinical supervision will translate to safe and high-quality care to consumers.
References
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