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

Journal article


Scanlan, Justin Newton, Logan, Alexandra, Arblaster, Karen, Haracz, Kirsti, Fossey, Ellie, Milbourn, Benjamin Tyler, Pépin, Geneviève, Machingura, Tawanda and Webster, Jayne S.. (2020). Mental health consumer involvement in occupational therapy education in Australia and Aotearoa New Zealand. Australian Occupational Therapy Journal. 67(1), pp. 83-93. https://doi.org/10.1111/1440-1630.12634
AuthorsScanlan, Justin Newton, Logan, Alexandra, Arblaster, Karen, Haracz, Kirsti, Fossey, Ellie, Milbourn, Benjamin Tyler, Pépin, Geneviève, Machingura, Tawanda and Webster, Jayne S.
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.

Keywordsco-design; consumer; occupational therapy education; service use
Year2020
JournalAustralian Occupational Therapy Journal
Journal citation67 (1), pp. 83-93
PublisherWiley
ISSN0045-0766
Digital Object Identifier (DOI)https://doi.org/10.1111/1440-1630.12634
Scopus EID2-s2.0-85076379957
Open accessPublished as green open access
Page range83-93
Research GroupSchool of Allied Health
Author's accepted manuscript
License
All rights reserved
File Access Level
Open
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online13 Dec 2019
Publication process dates
Accepted12 Nov 2019
Permalink -

https://acuresearchbank.acu.edu.au/item/852wx/mental-health-consumer-involvement-in-occupational-therapy-education-in-australia-and-aotearoa-new-zealand

Download files


Author's accepted manuscript
AM_Scanlan_2020_Mental_health_consumer_involvement_in_occupational.pdf
License: All rights reserved
File access level: Open

Restricted files

Publisher's version

  • 85
    total views
  • 74
    total downloads
  • 5
    views this month
  • 4
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Participant outcomes and facilitator experiences following a community living skills program for adults mental health consumers
Sammells, Eliza, Logan, Alexandra and Sheppard, Loretta. (2023). Participant outcomes and facilitator experiences following a community living skills program for adults mental health consumers. Community Mental Health Journal. 59, pp. 428-438. https://doi.org/10.1007/s10597-022-01020-x
The impact of face-to-face mental health consumer-led teaching on occupational therapy student empathy levels : Two group comparison design
Logan, Alexandra, Yule, Elisa, Hughes, Julie, Peters, Dave, Hadley, Melanie, Betts, Brodie, Jones, Lee and Froude, Elspeth. (2022). The impact of face-to-face mental health consumer-led teaching on occupational therapy student empathy levels : Two group comparison design. Australian Occupational Therapy Journal. 69(6), pp. 703-713. https://doi.org/10.1111/1440-1630.12833
The occupational therapy practice process
Gustafsson, Louise, Isbel, Stephen and Logan, Alexandra. (2021). The occupational therapy practice process. In In Brown, Ted, Bourke-Taylor, Helen M., Isbel, Stephen, Cordier, Reinie and Gustafsson, Louise (Ed.). Occupational therapy in Australia : Professional and practice issues pp. 244-257 Routledge. https://doi.org/10.4324/9781003150732-22
Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students
Brown, Ted, Stephen Isbel, Logan, Alexandra and Etherington, Jamie. (2020). Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students. Hong Kong Journal of Occupational Therapy. 33(2), pp. 42-54. https://doi.org/10.1177/1569186120968035
Establishing similarities and differences among the self-reported academic integrity of Australian occupational therapy undergraduate and graduate-entry Master’s students
Brown, Ted, Bourke-Taylor, Helen, Isbel, Stephen, Gustafsson, Louise, McKinstry, Carol, Logan, Alexandra and Etherington, Jamie. (2019). Establishing similarities and differences among the self-reported academic integrity of Australian occupational therapy undergraduate and graduate-entry Master’s students. The Open Journal of Occupational Therapy. 7(3), pp. 1-16. https://doi.org/10.15453/2168-6408.1558
Predictors of academic honesty and success in domestic and international occupational therapy students
Brown, Ted, Isbel, Stephen, Logan, Alexandra and Etherington, Jamie. (2019). Predictors of academic honesty and success in domestic and international occupational therapy students. The Irish Journal of Occupational Therapy. 47(1), pp. 18 - 41. https://doi.org/10.1108/IJOT-12-2018-0022
Mental health consumer participation in undergraduate occupational therapy student assessment: no negative impact
Logan, Alexandra, Yule, Elisa, Taylor, Michael W. and Im, Christine. (2018). Mental health consumer participation in undergraduate occupational therapy student assessment: no negative impact. Australian Occupational Therapy Journal. 65(6), pp. 494 - 502. https://doi.org/10.1111/1440-1630.12484
Descriptive profile of the academic integrity of Australian occupational therapy students
Brown, Ted, Isbel, Stephen, Bourke-Taylor, Helen, Gustafsson, Louise, McKinstry, Carol and Logan, Alexandra. (2018). Descriptive profile of the academic integrity of Australian occupational therapy students. Australian Occupational Therapy Journal. 65(4), pp. 285 - 294. https://doi.org/10.1111/1440-1630.12472
Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students
Brown, Ted, Bourke-Taylor, Helen, Isbel, Stephen, Gustafsson, Louise, McKinstry, Carol, Logan, Alexandra and Etherington, Jamie. (2018). Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students. Nurse Education Today. 70, pp. 13 - 19. https://doi.org/10.1016/j.nedt.2018.08.005