Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Qualitative evaluation of learning between different professional groups

Qualitative evaluation of learning between different professional groups Purpose – The purpose of this paper is to present the results of a qualitative evaluation of a learning initiative between different mental health professional groups, the Collaborative Learning Initiative (CLI). These qualitative results are after the first year of a two year evaluation of the CLI in which social work, clinical psychology and nursing students together with post‐registration medics undertook a sequence of joint learning in relation to mental health theory and practice. Design/methodology/approach – In total, 81 post‐course evaluations were qualitatively analysed using a process of thematic analysis based on the guidelines outlined by Braun and Clarke (2006). Each academic involved with the CLI thematically analysed the post‐course evaluations from their discipline. Following the generation of key themes each set of evaluations was separately analysed by an academic from a different professional discipline associated with the initiative. Findings – The evaluation of this initiative demonstrates that the model of interdisciplinary teaching whereby service user and carers facilitating small group working is an effective model for delivering interprofessional mental health education. The paper highlights the convergent and divergent themes between the different groups involved in the initiative. Most of the social work, medics, nursing and all clinical psychology participants evaluated the programme positively, however some of the themes were not positive and these are also discussed within the paper. Originality/value – Based on this qualitative evaluation, the evaluation of the service user and carer small group facilitators and observations by the CLI organizers, changes will be made to the second year of the evaluation cycle and these changes are highlighted in the paper. The uniqueness and value of this initiative lies in both having service users and carers involved in the design, delivery, evaluation and dissemination of the CLI and also in the strength of having four professional disciplines involved. Limitations of the study are highlighted. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Mental Health Training, Education and Practice Emerald Publishing

Qualitative evaluation of learning between different professional groups

Download PDF
10 pages

Loading next page...
 
/lp/emerald-publishing/qualitative-evaluation-of-learning-between-different-professional-XwS00hvSx0
Publisher
Emerald Publishing
Copyright
Copyright © 2013 Emerald Group Publishing Limited. All rights reserved.
ISSN
1755-6228
DOI
10.1108/JMHTEP-03-2012-0002
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to present the results of a qualitative evaluation of a learning initiative between different mental health professional groups, the Collaborative Learning Initiative (CLI). These qualitative results are after the first year of a two year evaluation of the CLI in which social work, clinical psychology and nursing students together with post‐registration medics undertook a sequence of joint learning in relation to mental health theory and practice. Design/methodology/approach – In total, 81 post‐course evaluations were qualitatively analysed using a process of thematic analysis based on the guidelines outlined by Braun and Clarke (2006). Each academic involved with the CLI thematically analysed the post‐course evaluations from their discipline. Following the generation of key themes each set of evaluations was separately analysed by an academic from a different professional discipline associated with the initiative. Findings – The evaluation of this initiative demonstrates that the model of interdisciplinary teaching whereby service user and carers facilitating small group working is an effective model for delivering interprofessional mental health education. The paper highlights the convergent and divergent themes between the different groups involved in the initiative. Most of the social work, medics, nursing and all clinical psychology participants evaluated the programme positively, however some of the themes were not positive and these are also discussed within the paper. Originality/value – Based on this qualitative evaluation, the evaluation of the service user and carer small group facilitators and observations by the CLI organizers, changes will be made to the second year of the evaluation cycle and these changes are highlighted in the paper. The uniqueness and value of this initiative lies in both having service users and carers involved in the design, delivery, evaluation and dissemination of the CLI and also in the strength of having four professional disciplines involved. Limitations of the study are highlighted.

Journal

The Journal of Mental Health Training, Education and Practice – Emerald Publishing

Published: Nov 29, 2013

Keywords: Mental health; Thematic analysis; Interdisciplinary education; Interprofessional learning; Participant views

References

  • A ladder of citizen participation
    Arnstein, S.R.
  • Partnerships with service users in interprofessional education for community mental health: a case study
    Barnes, D.; Carpenter, J.; Bailey, D.
  • Effective Interprofessional Education
    Barr, H.; Koppel, I.; Reeves, S.; Hammick, M.; Freeth, D.
  • Using thematic analysis in psychology
    Braun, V.; Clarke, V.
  • Interprofessional Education, Today, Yesterday and Tomorrow
    Centre for the Advancement of Interprofessional Education
  • Interprofessional Education in Pre‐Registration Courses
    Centre for the Advancement of Interprofessional Education