1. Moving Beyond Classroom Involvement The Napier University Experience

2. Curriculum development Research - NBS funded First Stage ( ‘ 97) –Explored user and carer views about the desired knowledge, skills and attributes of MH nurses –Explored means to promote active user and carer involvement in curriculum design and delivery 2nd Stage (98) – Develop a collaborative strategy – To evaluate the process and outcomes of strategy development 3rd Stage (01) – Implementation in new curriculum

3. Main Findings In general, users and carers negatively evaluated their experience of contact with mental health nurses Users valued nurses’ personal and human qualities rather than professional knowledge ‘Human’ qualities were perceived as a nurse’s ability to relate to people on a human level and act in a warm and friendly way ‘Professional’ qualities were associated with a medical model of mental illness and were perceived negatively Carers valued nurses’ ‘professional’ qualities more than users: this related to their need for information and advice

4. Who was involved? Since 1997: –4 MH lecturers –6 MH nursing students –8 carers –10 MH service users Formed: –Project Management Group –Strategy Development Group –Project Evaluation Group –Strategy Monitoring and Advisory Group

5. Closed model: no involvement Educationalists define and deliver curriculum without consultation or involvement of users and carers. Passive involvement Based on managerial and professional definitions of the issues or problems. Ad Hoc user views gathered. e.g. Through feedback from students and staff in clinical areas. Limited two-way communication: organisation centred Consultation procedures with users and carers in place to consult with users through non-decision making forums and meetings. Support to users to deliver sessional teaching input to organisationally defined curriculum. Listening and Responsive Educationalists listen to users descriptions of issues and problems, these form the basis for decisions. Users involved in testing the success of subsequent actions i.e. curriculum planning and assessment. Partnership Educationalists and users work together to identify issues and problems. Open access and involvement of users at all stages of the planning process. Decisions made jointly by the organisation. Reviews and changes are undertaken jointly e.g. assessing students and clinical areas; and recruitment of students. Involvement of users and carers in research and development projects. Active recruitment of users to lecturer posts. Continuum of user and carer involvement in education

6. The Way Forward - Curriculum Developments “User and carer involvement is not about slotting people easily into the existing curriculum” (ENB 1996)

7. The Strategy - 2000 ‘ Short Term ’ Plan SIG Group (ended up as SMAG group) Specialist development worker! Collaborative development of curriculum philosophy Mental health lecturers extended placements with user and carer groups

8. The Strategy - 2000 ‘ Short Term ’ Plan To design a proposal, and secure funding for a long term evaluation of the impact of the strategy on service users, carers, students and lecturers Devise a non-prejudicial, convenient means for paying fees to service users and carers

9. The Strategy - 2000 ‘ Medium Term ’ Plan User and carer involvement an explicit theme throughout the programme and involvement integrated into all modules - involvement in teaching - User and carer perspective (experience, theories, helping) as part of the evidence base

10. The Strategy - 2000 ‘ Medium Term ’ Plan Modules specifically devoted to anti-discriminatory practice, advocacy and empowerment and involvement Involvement integrated into practice assessments in year 3 Participation of user and carers in student selection

11. The issues and challenges ‘ Uncertainty ’ about involvement and lack of expertise in Education Energy and commitment needed to support involvement Timescales and deadlines ‘ Representation ’ and ‘ Representativeness ’ Difficulties sustaining membership and getting new people involved Organisational structures Issues for students – widening theory practice gap Variable commitment from lecturers in the team The powerful effect on those that took part

12. Personal accounts –My overall experience of being involved is one of the best things that has happened in my time as a carer, to be able to have worked with lecturers and students and other users/carers is one that I would not have liked to miss. It has been a great privilege to have been involved and I look forward to future involvement in the project. The project has made my life as a carer more worthwhile (Carer) –I have thoroughly enjoyed the experience and I feel it has gave me some more knowledge of research and working with users and carers. (Student)

13. Personal accounts –It represents a fundamental philosophy about user/carer involvement and about respect for people who use the services. It isn’t an ‘add-on extra’ – it is something essential to the way the course is delivered. In its own way, it changes the focus and balance of power completely – and this is how it should be (Lecturer ) –This project has given me back my health of mind, a purpose and direction for that part of my life that I never thought possible (Service User)

14. Recent research User and carer involvement User assessment of students Community MH Service evaluation DF118 vs. Methadone maintenance Cerebral Palsy register Post Natal Depression and guidelines Parental drug and alcohol use Evaluating Psychosocial interventions Idiopathic constipation, adolescent MH services, student centred teaching