An evaluation of peer-led recovery education in a pre-registration mental health nursing curriculum

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1 + An evaluation of peer-led recovery education in a pre-registration mental health nursing curriculum Dr Andy Mercer, Dr Sarah Eales Bournemouth University

2 + Aim of Session To provide an initial evaluation of an innovative approach in undergraduate mental health nurse education, in which recovery education is embedded in modules at every stage of the curriculum. The initiative came about via a collaboration with colleagues from Dorset Healthcare University NHS Foundation Trust, and Dorset Mental Health Forum

3 + The Dorset Wellbeing and Recovery Partnership (WaRP) The WaRP was established in May 2009, putting people with lived experience at the heart of mental health service design, training and delivery. Partnership between DHUFT & Dorset Mental Health Forum (2010) and DHUFT and BU (2011) Partnership of lived experience/personal expertise alongside professional expertise. January became ImROC Demonstration site.

4 + ImROC Implementing Recovery through Organisational Change a new approach to helping people with mental health problems. ImROC defines recovery as the process through which people find ways to live meaningful lives, with or without the on-going symptoms of their condition. ImROC aims to change how the NHS and its partners operate so that they can focus more on helping those people with their recovery.

5 + Recovery Education Partnership of lived experience and professional expertise Based on principles of co-production and partnership working Takes into account different learning styles Individuals and communities hold their own solutions (people finding the answers for themselves)

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7 + Co-production in Action: The Importance of Recovery Education Individuals and communities hold their own solutions Recovery Education Centre started May Over 1300 registered students. Open and inclusive. 96% of students completing evaluation from giving positive feedback. Business and community opportunities.

8 + Undergraduate nursing at BU Three modules designed with peer led recovery education a key theme Year 1 Origins of mental health Year 2 Values in mental health Year 3 Supporting recovery as This evaluation focused on peer led sessions in the year 1 module - Personal recovery Recovery as a learning experience, recovery education Change acceptance cycles Co-production Recovery orientated engagement, services

9 + Recovery education sessions Sessions were led by peer specialists from Dorset Mental Health Forum, supported by senior students with experience of recovery education and professionals from mental health nursing and occupational therapy. All the peer specialists and some of the students/mental health professionals had lived experience of mental health issues. Qualitative evaluations were completed by the first year students undertaking the module, peer specialists and student facilitators.

10 + Student evaluations Based on five questions: 1. How did these three sessions help your understanding of mental health services? 2. What elements were particularly useful? 3. Are there any elements that should be revised or dropped for next year 4. Was it helpful to have more senior students involved? 5. General comments on the recovery sessions and their contribution to the unit so far? 40 student responses Group size 45. Majority answered each question Q.1 40 responses Q.2 40 responses Q.3 39 responses Q.4 39 responses Q.5 37 responses

11 + Themes Learning: Personal/ lived experience Meeting people with experience of mental illness Understanding recovery What recovery means not just the theory Putting the two concepts together. Connecting theory to practice.

12 + Quotes Service user narratives really captured the experience of the individuals. SN32 The input from xxx & xxx as we had the point of view of a service user and their partner and they were both nurses. SN16 Was really useful to reflect on what recovery is and means for different individuals. SN21 To hear from people with lived experience It drew my attention to little details in providing care that can have a very significant impact on an individuals recovery and perception of their care. SN06

13 + Themes Before practice experience important? Insights of senior students bridges the gap of inexperience Condensed Content could go into two days (from student perspective)

14 + Quotes Really useful to have before placement. SN22 They (senior students) applied their experiences in group discussions stimulating my ideas. SN05 was good to hear what I might expect over the next few years. SN10 They had a perspective previously unheard by most first year students. SN26

15 + Student facilitators views my experience was extremely positive. All the work we did was co-produced between student, peer and professional, which was a new way of learning and working for me. I appreciated allowing people to acknowledge and use their own experiences of mental health in discussion and learning; narratives from peers are extremely powerful it was refreshing to work alongside peer specialists and the lead for recovery education in my role as a student nurse. My perspective as a student was valued and respected the experience enabled me to recognise how far I have come since this (module) was delivered to me in the first year of my training

16 + Peer specialists views How was the experience? It was an eye opener hearing and seeing very different perspectives. It was challenging and rewarding the students were friendly and validating of our lived experiences What were the highlights for you? The three way model of teaching between peer specialists, NHS trainers and past students. It was a fresh approach the students wanted to learn and they hadn t been too conditioned into thinking in traditional ways

17 + Peer specialists views What areas could be improved, and how? That students learn to co deliver and co produce pieces of work with peers so then learn to encompass those principles into their future practise. That we need to support students to value their own lived experiences principles of recovery and hope should start from the beginning of course; the co delivery of content around recovery should be made standard What impact has your involvement in the sessions had on the way you see mental health nursing students? It has given me hope

18 + Next steps. A formal co-produced research project to evaluate peer led recovery education across all three years of the undergraduate mental health nursing programme The establishment of a collaborative, co-produced recovery education development (RED) group, to provide a focus for all aspects of recovery education Peer specialist/recovery education placement opportunities for students from a range of programmes