Perceptions of service user and carer involvement in healthcare education and impact on students' knowledge and practice: A literature review

Hdl Handle:
http://hdl.handle.net/10149/95715
Title:
Perceptions of service user and carer involvement in healthcare education and impact on students' knowledge and practice: A literature review
Authors:
Morgan, A. (Angela); Jones, D. (Diana)
Affiliation:
University of Teesside
Citation:
Morgan, A. and Jones, D. (2009) 'Perceptions of service user and carer involvement in healthcare education and impact on students' knowledge and practice: A literature review', Medical Teacher, 31 (2), pp.82-95.
Publisher:
Taylor & Francis
Journal:
Medical Teacher
Issue Date:
Feb-2009
URI:
http://hdl.handle.net/10149/95715
DOI:
10.1080/01421590802526946
Abstract:
Background: The involvement of service users in healthcare education has followed an increasing focus on patient-centred services. CETL4HealthNE, regional healthcare education collaboration, undertook a literature review to inform involvement strategies. Objectives: To identify-approaches used to involve service users in healthcare education curricula; perceptions of key stakeholders; impact of involvement on students' knowledge and skills, and the quality of care delivered. Method: A structured search of the literature on service user involvement in Higher Education healthcare curricular activity was undertaken (July 2006-February 2007). Papers were screened and data extracted and synthesized according to the aspect of the curriculum enhanced by involvement and level of impact evaluation. Results: Thirty papers addressed interventions in pre- and 11 in post-registration education. Thirty studies reported on evaluation. Students and service users both benefited from service user involvement in health care programmes. There was limited evidence that involvement changed behaviour in practice or significantly benefited the recipient of care. Conclusions: Service user involvement in curricular developments for healthcare professionals is a policy imperative aimed at improving their experience of services. Despite a limited and weak traditional evidence base for impact on students' knowledge and practice, both students and service users identify benefits from engagement. Further development of evaluation methodologies is required.
Type:
Article
Language:
en
Keywords:
perceptions; carer involvement; service users; healthcare education; knowledge; skills
ISSN:
0142-159X; 1466-187X
Rights:
Subject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 06/04/2010]
Citation Count:
2 [Scopus, 06/04/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorMorgan, A. (Angela)en
dc.contributor.authorJones, D. (Diana)en
dc.date.accessioned2010-04-06T14:24:57Z-
dc.date.available2010-04-06T14:24:57Z-
dc.date.issued2009-02-
dc.identifier.citationMedical Teacher; 31 (2): 82-95en
dc.identifier.issn0142-159X-
dc.identifier.issn1466-187X-
dc.identifier.doi10.1080/01421590802526946-
dc.identifier.urihttp://hdl.handle.net/10149/95715-
dc.description.abstractBackground: The involvement of service users in healthcare education has followed an increasing focus on patient-centred services. CETL4HealthNE, regional healthcare education collaboration, undertook a literature review to inform involvement strategies. Objectives: To identify-approaches used to involve service users in healthcare education curricula; perceptions of key stakeholders; impact of involvement on students' knowledge and skills, and the quality of care delivered. Method: A structured search of the literature on service user involvement in Higher Education healthcare curricular activity was undertaken (July 2006-February 2007). Papers were screened and data extracted and synthesized according to the aspect of the curriculum enhanced by involvement and level of impact evaluation. Results: Thirty papers addressed interventions in pre- and 11 in post-registration education. Thirty studies reported on evaluation. Students and service users both benefited from service user involvement in health care programmes. There was limited evidence that involvement changed behaviour in practice or significantly benefited the recipient of care. Conclusions: Service user involvement in curricular developments for healthcare professionals is a policy imperative aimed at improving their experience of services. Despite a limited and weak traditional evidence base for impact on students' knowledge and practice, both students and service users identify benefits from engagement. Further development of evaluation methodologies is required.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rightsSubject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 06/04/2010]en
dc.subjectperceptionsen
dc.subjectcarer involvementen
dc.subjectservice usersen
dc.subjecthealthcare educationen
dc.subjectknowledgeen
dc.subjectskillsen
dc.titlePerceptions of service user and carer involvement in healthcare education and impact on students' knowledge and practice: A literature reviewen
dc.typeArticleen
dc.contributor.departmentUniversity of Teessideen
dc.identifier.journalMedical Teacheren
ref.citationcount2 [Scopus, 06/04/2010]en
or.citation.harvardMorgan, A. and Jones, D. (2009) 'Perceptions of service user and carer involvement in healthcare education and impact on students' knowledge and practice: A literature review', Medical Teacher, 31 (2), pp.82-95.-
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