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Adam HL, Eady K, Moreau KA. Patient references in the 2005 and 2015 CanMEDS frameworks. CANADIAN MEDICAL EDUCATION JOURNAL 2023; 14:63-69. [PMID: 36998493 PMCID: PMC10042792 DOI: 10.36834/cmej.74993] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Background Patient involvement in postgraduate medical education (PGME) can help residents improve their communication, professionalism, and collaboration. The CanMEDS Framework defines such competencies for physicians and informs teaching and assessment activities in PGME. However, it is unclear how patients are referenced in the CanMEDS Framework and if these references encourage the active involvement of patients in PGME. To inform how patients are referenced in the revisions of the CanMEDS Framework, scheduled for publication in 2025, our aim was to determine how patients are referenced in each the 2005 and 2015 CanMEDS Frameworks. Methods We used document analysis to examine how the term 'patient(s)' is referenced in the 2005 and 2015 CanMEDS Frameworks. Results Several 2005 and 2015 CanMEDS Roles include patients in the descriptions but do not reference them in the competencies. Others do not reference patients in the descriptions or competencies, potentially detracting from the importance of involving patients. As it stands, the 2015 Health Advocate is the only Role that describes and references patients working with physicians as partners in care, facilitating potential opportunities for patient involvement in PGME. Conclusion There are inconsistencies in how patients are described and referenced as potential partners in PGME throughout past and present CanMEDS Frameworks. Understanding these inconsistencies can inform the revision of CanMEDS that is scheduled for publication in 2025.
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Affiliation(s)
- Holly L Adam
- Faculty of Education, University of Ottawa, Ontario, Canada
| | - Kaylee Eady
- Faculty of Education, University of Ottawa, Ontario, Canada
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2
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Hardy J, Parker S, Hughes I, Anand M. Factors affecting knowledge of recovery-oriented practice amongst mental health nursing and medical staff working on acute mental health inpatient units. Int J Ment Health Nurs 2022; 31:1228-1238. [PMID: 35821364 DOI: 10.1111/inm.13032] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/31/2022] [Indexed: 11/29/2022]
Abstract
Over recent decades, the shift to recovery-oriented practice has been central to mental health policy. Despite this emphasis, mental health services can struggle to meet this expectation. This study explores the knowledge and attitudes in relation to the recovery-oriented practice of clinical staff working at an Australian acute inpatient mental health unit. The Recovery Knowledge Inventory (RKI) is a widely used self-report tool that assesses mental health professionals' knowledge and attitudes towards recovery; higher scores indicate higher levels of recovery knowledge and attitudes. Seventy-four staff members (44 nursing staff and 30 medical staff) completed the RKI via an online survey. The study has been reported according to the STROBE checklist for cross-sectional studies. The relationships between the RKI scores and a range of variables were considered using inferential statistics, including multivariate regression. Medical staff had higher mean RKI scores than nursing staff, although this did not meet the predefined threshold for a clinically significant difference. More years of mental health experience were associated with increased mean RKI scores for medical staff. This Australian inpatient staff cohort demonstrated higher mean RKI scores than have been observed in recent international studies of mental health professions. However, the recovery knowledge and attitude levels were disappointingly similar to those shown in earlier Australian research completed over a decade ago. Efforts are needed to further enhance the recovery knowledge of clinicians working in mental health inpatient units.
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Affiliation(s)
- Jonathan Hardy
- Mental Health and Specialist Services, Gold Coast University Hospital, Southport, Queensland, Australia
| | - Stephen Parker
- School of Medicine, Griffith University, Nathan, Queensland, Australia.,The Prince Charles Hospital, Metro North Addiction and Mental Health Service, Chermside, Queensland, Australia
| | - Ian Hughes
- Office for Research Governance and Development, Gold Coast Health, Southport, Queensland, Australia.,School of Medicine, The University of Queensland, Brisbane, Queensland, Australia
| | - Muthur Anand
- Psychiatrist, Auckland District Health Board, Auckland, New Zealand
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Abstract
INTRODUCTION The direct involvement of patients and carers in psychiatric education is driven by policy in the United Kingdom and Ireland. The benefits of this involvement are well known, however, it is important to consider the ethical aspects. This paper suggests how further research could explore and potentially mitigate adverse outcomes. METHOD A literature search evaluating the role of patients and carer involvement in psychiatric education was undertaken to summarise existing evidence relating to the following: methods of involvement, evidence of usefulness, patient's/carer's views and learners' views. RESULTS The Medline search produced 231 articles of which 31 were included in the literature review based on the key themes addressed in the paper. DISCUSSION/CONCLUSION The available evidence is generally positive regarding the use of patients and carers in psychiatric education. However, available research is varied in approach and outcome with little information on the ethical consequences. More research is required to inform policies on teaching regarding potential adverse effects of service user involvement.
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Logan A, Yule E, Taylor M, Imms C. Mental health consumer participation in undergraduate occupational therapy student assessment: No negative impact. Aust Occup Ther J 2018; 65:494-502. [DOI: 10.1111/1440-1630.12484] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/07/2018] [Indexed: 11/30/2022]
Affiliation(s)
- Alexandra Logan
- School of Allied Health; Faculty of Health Sciences; Australian Catholic University; Fitzroy Victoria Australia
| | - Elisa Yule
- School of Allied Health; Faculty of Health Sciences; Australian Catholic University; Fitzroy Victoria Australia
| | - Michael Taylor
- School of Allied Health; Faculty of Health Sciences; Australian Catholic University; Fitzroy Victoria Australia
| | - Christine Imms
- School of Allied Health; Faculty of Health Sciences; Australian Catholic University; Fitzroy Victoria Australia
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Dogra N, Cavendish S, Anderson J, Edwards R. Service user perspectives on the content of the undergraduate curriculum in psychiatry. PSYCHIATRIC BULLETIN 2018. [DOI: 10.1192/pb.bp.108.020727] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Aims and MethodTo explore user perspectives on the content and delivery of the undergraduate curriculum in psychiatry. the study design was qualitative and used focus groups. Four focus groups were run with a total of 28 participants.ResultsThe key finding was that participants were clearer about the attitudes they felt students should convey than they were about the skills and knowledge required.Clinical ImplicationsService user perspectives on the content of the undergraduate psychiatry curriculum need to be considered as curricula are developed.
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diMambro BJ, Doody GA. Service user organisations: an untapped teaching resource. PSYCHIATRIC BULLETIN 2018. [DOI: 10.1192/pb.bp.107.019299] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Aims and MethodTo evaluate the introduction of service user-led teaching on experiences of psychiatric services and interview style into the educational programme of trainee psychiatrists. A ten-session programme was devised and delivered in conjunction with a local service user organisation. Twelve trainees underwent the training programme. Evaluation was undertaken through analysis of the feedback forms completed by the trainees.ResultsNo significant difference was found between service user-led and psychiatrist-led sessions in content, relevance or presentation.Clinical ImplicationsThe study demonstrated that service user-led teaching can be integrated into a trainee's education programme without reducing the perceived quality or relevance of their education.
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Jaworsky D, Gardner S, Thorne JG, Sharma M, McNaughton N, Paddock S, Chew D, Lees R, Makuwaza T, Wagner A, Rachlis A. The role of people living with HIV as patient instructors - reducing stigma and improving interest around HIV care among medical students. AIDS Care 2016; 29:524-531. [PMID: 27577683 DOI: 10.1080/09540121.2016.1224314] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
People living with HIV/AIDS (PHAs) are increasingly recognized as experts in HIV and their own health. We developed a simulated clinical encounter (SCE) in which medical students provided HIV pre- and post-test counselling and point-of-care HIV testing for PHAs as patient instructors (PHA-PIs) under clinical preceptor supervision. The study assessed the acceptability of this teaching tool with a focus on assessing impact on HIV-related stigma among medical students. University of Toronto pre-clerkship medical students participated in a series of SCEs facilitated by 16 PHA-PIs and 22 clinical preceptors. Pre- and post-SCE students completed the validated Health Care Provider HIV/AIDS Stigma Scale (HPASS). HPASS measures overall stigma, as well as three domains within HIV stigma: stereotyping, discrimination, and prejudice. Higher scores represented higher levels of stigma. An additional questionnaire measured comfort in providing HIV-related care. Mean scores and results of paired t-tests are presented. Post-SCE, students (n = 62) demonstrated decreased overall stigma (68.74 vs. 61.81, p < .001) as well as decreased stigma within each domain. Post-SCE, students (n = 67) reported increased comfort in providing HIV-related care (10.24 vs. 18.06, p < .001). Involving PHA-PIs reduced HIV-related stigma among medical students and increased comfort in providing HIV-related care.
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Affiliation(s)
- Denise Jaworsky
- a Faculty of Medicine , University of Toronto , Toronto , ON , Canada
| | - Sandra Gardner
- b Ontario HIV Treatment Network , Toronto , ON , Canada.,c Dalla Lana School of Public Health , University of Toronto , Toronto , ON , Canada
| | - Julie G Thorne
- a Faculty of Medicine , University of Toronto , Toronto , ON , Canada
| | - Malika Sharma
- d Department of Infectious Diseases , University of Toronto , Toronto , ON , Canada
| | - Nancy McNaughton
- e Standardized Patient Program , University of Toronto , Toronto , ON , Canada
| | - Suzanne Paddock
- f Toronto People With AIDS Foundation , Toronto , ON , Canada
| | - Derek Chew
- a Faculty of Medicine , University of Toronto , Toronto , ON , Canada
| | - Rick Lees
- g Nine Circles Community Health Centre , Winnipeg , MB , Canada
| | | | - Anne Wagner
- h Department of Psychology , Ryerson University , Toronto , ON , Canada
| | - Anita Rachlis
- i Sunnybrook Health Sciences Centre , Toronto , ON , Canada.,j Faculty of Medicine , University of Toronto , Toronto , ON , Canada
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- k Collaboration for HIV Medical Education , Toronto , ON , Canada
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Nothing without vision! The views of consumers and mental health nurses about consumer involvement in mental health nursing education. Collegian 2016. [DOI: 10.1016/j.colegn.2015.04.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Happell B, Bennetts W, Platania-Phung C, Tohotoa J. Consumer involvement in mental health education for health professionals: feasibility and support for the role. J Clin Nurs 2015; 24:3584-93. [DOI: 10.1111/jocn.12957] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/28/2015] [Indexed: 11/29/2022]
Affiliation(s)
- Brenda Happell
- Synergy, Nursing and Midwifery Research Centre; University of Canberra; Woden ACT Australia
- ACT Health; Canberra Hospital; Woden ACT Australia
| | - Wanda Bennetts
- Department of Health; Mental Health, Wellbeing & Ageing Division; Consumer, Carer and National Relations; Melbourne Vic. Australia
| | - Chris Platania-Phung
- Synergy, Nursing and Midwifery Research Centre; University of Canberra; Woden ACT Australia
- ACT Health; Canberra Hospital; Woden ACT Australia
| | - Jenny Tohotoa
- School of Nursing and Midwifery; School of Public Health; Curtin University; Perth WA Australia
- Faculty of Health Sciences; Curtin Health Innovation Research Institute; Curtin University; Perth WA Australia
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Happell B, Bennetts W, Harris S, Platania-Phung C, Tohotoa J, Byrne L, Wynaden D. Lived experience in teaching mental health nursing: issues of fear and power. Int J Ment Health Nurs 2015; 24:19-27. [PMID: 25366907 DOI: 10.1111/inm.12091] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Australian mental health policy clearly articulates recovery focus as the underpinning of mental health services. Barriers to achieving a recovery focus are identified in the literature, with negative attitudes of health professionals receiving particular attention. The involvement of people with lived experience of significant mental health challenges and mental health service use is essential to enhancing more positive attitudes. Lived-experience involvement in the education of nurses is evident; however, it is generally limited and implemented on an ad hoc basis. Overall, there is a paucity of literature on this topic. A qualitative exploratory study was undertaken to elicit the views and perceptions of nurse academics and lived-experience educators about the inclusion of lived experience in mental health nursing education. One major theme to emerge from the research was issues of fear and power, which included three subthemes: facing fear, demystifying mental illness, and issues of power. Lived-experience involvement has an important role to play in the education of nurses in addressing fear and demystifying the experience of mental illness. The power that lived-experience educators exercised in their roles varied considerably, and for many, was limited. Therefore, the effectiveness of lived-experience involvement requires a more equitable distribution of power.
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Affiliation(s)
- Brenda Happell
- Research Centre for Nursing and Midwifery Practice, University of Canberra, Faculty and Health, and ACT Health, Australia
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Happell B, Wynaden D, Tohotoa J, Platania-Phung C, Byrne L, Martin G, Harris S. Mental health lived experience academics in tertiary education: the views of nurse academics. NURSE EDUCATION TODAY 2015; 35:113-117. [PMID: 25112925 DOI: 10.1016/j.nedt.2014.07.006] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2014] [Revised: 06/16/2014] [Accepted: 07/08/2014] [Indexed: 05/28/2023]
Abstract
BACKGROUND Australian national mental health strategy emphasises inclusion of people diagnosed with mental illness in all areas of mental health care, policy development and education of health professionals. However, the way this inclusion has translated to Australian universities is relatively unexplored. OBJECTIVES Explore views of nurse academics regarding service user involvement in nursing education programmes. DESIGN Qualitative exploratory. SETTINGS Australian universities offering educational programmes in nursing at postgraduate and undergraduate levels. PARTICIPANTS Thirty four participants from 27 Australian universities participated. METHODS Data were collected using semi-structured telephone interviews with academics involved in teaching and/or coordinating undergraduate and/or postgraduate mental health nursing contents. Data were analysed using content analysis based on four cognitive processes: comprehending, synthesising, theorising and re-contextualising data. RESULTS Four major themes emerged: good idea? long way to go; conceptualising the service user academic role; strengths of lived experience led student learning; and barriers to implementation. CONCLUSIONS Findings indicated strong support for including mental health service users in teaching nursing students. However, at most universities service user engagement was often an informal arrangement, lacking clear guidelines and limited by financial barriers and the positioning of mental health nursing within curricula.
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Affiliation(s)
- Brenda Happell
- Central Queensland University, Institute for Health and Social Science Research, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, Centre for Mental Health Nursing Innovation, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, School of Nursing and Midwifery, Bruce Hwy, Rockhampton, Queensland 4702, Australia.
| | - Dianne Wynaden
- School of Nursing and Midwifery, Health Sciences, Curtin University, GPO Box U 1987, Perth, WA 6845, Australia.
| | - Jenny Tohotoa
- School of Nursing and Midwifery, Innovation Research Institute, Australia; School of Public Health and Curtin Health, Innovation Research Institute, Australia; Health Sciences, Curtin University, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Chris Platania-Phung
- CQUniversity Australia, Institute for Health and Social Science Research, Australia; CQUniversity Australia, Centre for Mental Health Nursing Innovation, Australia; CQUniversity Australia, School of Nursing and Midwifery, Australia.
| | - Louise Byrne
- Central Queensland University, Institute for Health and Social Science Research, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, Centre for Mental Health Nursing Innovation, Bruce Hwy, Rockhampton, Queensland 4702, Australia; Central Queensland University, School of Nursing and Midwifery, Bruce Hwy, Rockhampton, Queensland 4702, Australia.
| | - Graham Martin
- Department of Psychology, University of Queensland, Australia.
| | - Scott Harris
- CQUniversity Australia, Institute for Health and Social Science Research, Australia; CQUniversity Australia, Centre for Mental Health Nursing Innovation, Australia; CQUniversity Australia, School of Nursing and Midwifery, Australia.
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Happell B, Byrne L, McAllister M, Lampshire D, Roper C, Gaskin CJ, Martin G, Wynaden D, McKenna B, Lakeman R, Platania-Phung C, Hamer H. Consumer involvement in the tertiary-level education of mental health professionals: a systematic review. Int J Ment Health Nurs 2014; 23:3-16. [PMID: 23586597 DOI: 10.1111/inm.12021] [Citation(s) in RCA: 104] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
A systematic review of the published work on consumer involvement in the education of health professionals was undertaken using the PRISMA guidelines. Searches of the CINAHL, MEDLINE, and PsychINFO electronic databases returned 487 records, and 20 met the inclusion criteria. Further papers were obtained through scanning the reference lists of those articles included from the initial published work search (n = 9) and contacting researchers in the field (n = 1). Thirty papers (representing 28 studies) were included in this review. Findings from three studies indicate that consumer involvement in the education of mental health professionals is limited and variable across professions. Evaluations of consumer involvement in 16 courses suggest that students gain insight into consumers' perspectives of: (i) what life is like for people with mental illness; (ii) mental illness itself; (iii) the experiences of admission to, and treatment within, mental health services; and (iv) how these services could be improved. Some students and educators, however, raised numerous concerns about consumer involvement in education (e.g. whether consumers were pursuing their own agendas, whether consumers' views were representative). Evaluations of consumer involvement in education are limited in that their main focus is on the perceptions of students. The findings of this review suggest that public policy expectations regarding consumer involvement in mental health services appear to be slowly affecting the education of mental health professionals. Future research needs to focus on determining the effect of consumer involvement in education on the behaviours and attitudes of students in healthcare environments.
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Affiliation(s)
- Brenda Happell
- Central Queensland University Rockhampton, Institute for Health and Social Science Research, Centre for Mental Health Nursing Innovation, School of Nursing and Midwifery, Rockhampton, Queensland, Australia
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O' Donnell H, Gormley K. Service user involvement in nurse education: perceptions of mental health nursing students. J Psychiatr Ment Health Nurs 2013; 20:193-202. [PMID: 22533371 DOI: 10.1111/j.1365-2850.2012.01917.x] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Increasingly providers of mental health nurse education are required to demonstrate user involvement in all aspects of these programmes including student selection, programme design and student assessment. There has been limited analysis of how nursing students perceive user involvement in nurse education programmes. The aim of this study has been to explore mental health nursing student's perceptions of involving users in all aspects of pre-registration mental health nursing programme. Researchers completed a number of focus group interviews with 12 ex-mental health nursing students who had been recruited by purposeful sampling. Each focus group interview was recorded and analysed using a series of data reduction, data display and verification methods. The study confirms many of the findings reported in earlier user participation in education studies. Three main themes related to user involvement have been identified: the protection of users, enhanced student learning and the added value benefits associated with user involvement.
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Affiliation(s)
- H O' Donnell
- School of Nursing and Midwifery, Queens University, Belfast, Medical Biology Centre, Belfast, UK.
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Abstract
With the introduction of many reforms and changes in medical training in the UK, postgraduate training has undergone significant transformation. The establishment of Postgraduate Medical Education and Training Board (PMETB), Modernizing Medical Careers (MMC), new recruitment processes and changes in the curriculum and examination structure are all having a major impact on the future training and teaching programs in psychiatry in the UK. Entry into psychiatry is becoming increasingly competitive and progression in career is now competency based in addition to the examination requirements subject to an annual review and regular appraisal. A structured portfolio is also vital in order to present evidence of competencies and ensure smooth progression through the training grades. This paper gives a general outline of these changes and describes the new training and examination requirements of the new system in place in the Psychiatric training in United Kingdom.
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Affiliation(s)
- M. Afzal Javed
- The Medical Center, 2 Manor Court Avenue, Nuneaton, CV11 5HX, UK
| | | | - Robert Jackson
- The Royal College of Psychiatrists, 17 Belgrave Square, London, SW1X 8PG, UK
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