Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand

Justin Scanlan, Elexandra Logan, Karen Arblaster, Kirsti Haracz, Ellie Fossey, Benjamin Milbourn, Genevieve Pepin, Tawanda Machingura, Jayne Webster

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Introduction
Recovery‐oriented practice policies and occupational therapy education accreditation standards require that consumers are engaged in the design, delivery and evaluation of curricula. This consumer involvement (sometimes referred to as service‐user involvement or patient involvement in other contexts) should go beyond consumers simply ‘telling their stories’ to more meaningful collaboration in curricula. This study was designed to map the current patterns of consumer involvement in occupational therapy programs across Australia and Aotearoa New Zealand.

Method
A survey was distributed to all occupational therapy programs across Australia and Aotearoa New Zealand. The survey included questions related to: (a) perceived enablers and barriers to consumer involvement in education; (b) organisational structures and support; (c) ways in which consumer are involved in the design, delivery and evaluation of curricula; (d) access to remuneration for consumers; (e) overall ratings of the level of consumer involvement in curricula; and (f) academic confidence in working with consumers.

Results
Usable responses were received for 23 programs from 19 universities (83% response rate). Every program reported some consumer involvement in the curriculum. Consumer participation tended to be mainly focussed on curriculum delivery with less frequent involvement in curriculum design or evaluation. The most common barrier to consumer involvement in curricula was ‘funding/remuneration for consumers’ and the most common enabler of consumer involvement was ‘positive attitudes of teaching staff’.

Conclusion
In comparison to previous reports, consumer involvement in occupational therapy curricula has increased over the past decade. However, ongoing effort is required to support true collaboration in all aspects of curriculum design, delivery and evaluation. While this will require attention and effort from academic teams, changes at a university level to establish systems to engage and effectively remunerate consumers for their involvement (especially in design and evaluation elements) are also required.
Original languageEnglish
Number of pages11
JournalAustralian Occupational Therapy Journal
DOIs
Publication statusE-pub ahead of print - 13 Dec 2019

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Occupational Therapy
New Zealand
Curriculum
Mental Health
Education
Remuneration
Community Participation
Attitude of Health Personnel
Patient Participation
Accreditation
Teaching

Cite this

Scanlan, Justin ; Logan, Elexandra ; Arblaster, Karen ; Haracz, Kirsti ; Fossey, Ellie ; Milbourn, Benjamin ; Pepin, Genevieve ; Machingura, Tawanda ; Webster, Jayne. / Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand. In: Australian Occupational Therapy Journal. 2019.
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title = "Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand",
abstract = "IntroductionRecovery‐oriented practice policies and occupational therapy education accreditation standards require that consumers are engaged in the design, delivery and evaluation of curricula. This consumer involvement (sometimes referred to as service‐user involvement or patient involvement in other contexts) should go beyond consumers simply ‘telling their stories’ to more meaningful collaboration in curricula. This study was designed to map the current patterns of consumer involvement in occupational therapy programs across Australia and Aotearoa New Zealand.MethodA survey was distributed to all occupational therapy programs across Australia and Aotearoa New Zealand. The survey included questions related to: (a) perceived enablers and barriers to consumer involvement in education; (b) organisational structures and support; (c) ways in which consumer are involved in the design, delivery and evaluation of curricula; (d) access to remuneration for consumers; (e) overall ratings of the level of consumer involvement in curricula; and (f) academic confidence in working with consumers.ResultsUsable responses were received for 23 programs from 19 universities (83{\%} response rate). Every program reported some consumer involvement in the curriculum. Consumer participation tended to be mainly focussed on curriculum delivery with less frequent involvement in curriculum design or evaluation. The most common barrier to consumer involvement in curricula was ‘funding/remuneration for consumers’ and the most common enabler of consumer involvement was ‘positive attitudes of teaching staff’.ConclusionIn comparison to previous reports, consumer involvement in occupational therapy curricula has increased over the past decade. However, ongoing effort is required to support true collaboration in all aspects of curriculum design, delivery and evaluation. While this will require attention and effort from academic teams, changes at a university level to establish systems to engage and effectively remunerate consumers for their involvement (especially in design and evaluation elements) are also required.",
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Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand. / Scanlan, Justin ; Logan, Elexandra; Arblaster, Karen; Haracz, Kirsti; Fossey, Ellie; Milbourn, Benjamin ; Pepin, Genevieve ; Machingura, Tawanda; Webster, Jayne.

In: Australian Occupational Therapy Journal, 13.12.2019.

Research output: Contribution to journalArticleResearchpeer-review

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AU - Logan, Elexandra

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AU - Haracz, Kirsti

AU - Fossey, Ellie

AU - Milbourn, Benjamin

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N2 - IntroductionRecovery‐oriented practice policies and occupational therapy education accreditation standards require that consumers are engaged in the design, delivery and evaluation of curricula. This consumer involvement (sometimes referred to as service‐user involvement or patient involvement in other contexts) should go beyond consumers simply ‘telling their stories’ to more meaningful collaboration in curricula. This study was designed to map the current patterns of consumer involvement in occupational therapy programs across Australia and Aotearoa New Zealand.MethodA survey was distributed to all occupational therapy programs across Australia and Aotearoa New Zealand. The survey included questions related to: (a) perceived enablers and barriers to consumer involvement in education; (b) organisational structures and support; (c) ways in which consumer are involved in the design, delivery and evaluation of curricula; (d) access to remuneration for consumers; (e) overall ratings of the level of consumer involvement in curricula; and (f) academic confidence in working with consumers.ResultsUsable responses were received for 23 programs from 19 universities (83% response rate). Every program reported some consumer involvement in the curriculum. Consumer participation tended to be mainly focussed on curriculum delivery with less frequent involvement in curriculum design or evaluation. The most common barrier to consumer involvement in curricula was ‘funding/remuneration for consumers’ and the most common enabler of consumer involvement was ‘positive attitudes of teaching staff’.ConclusionIn comparison to previous reports, consumer involvement in occupational therapy curricula has increased over the past decade. However, ongoing effort is required to support true collaboration in all aspects of curriculum design, delivery and evaluation. While this will require attention and effort from academic teams, changes at a university level to establish systems to engage and effectively remunerate consumers for their involvement (especially in design and evaluation elements) are also required.

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