Post‐qualifying students' experiences of implementing skills acquired from a “hearing voices” module into routine clinical practice

Abstract

Purpose

Previous research into psychosocial interventions courses has identified a problem with the uptake of newly acquired skills into routine practice. This paper seeks to analyse interviews of students who have undertaken a module equipping them with recovery orientated skills to work with voice hearers at one higher education institution, to establish if the same problems exist, if any new problems have emerged and if any strategies can be employed to overcome these barriers.

Design/methodology/approach

Semi‐structured interviews were used to interview 45 previous course participants in four focus groups about their experiences of implementing skills acquired from the module into routine practice. Thematic analysis of the data was undertaken by two people, independent of one another and aided by the use of NVivo 8 software.

Findings

Three main themes were identified: organisational issues; resistance and process issues. Management support can be a great enabling factor, as can effective clinical supervision. The readiness of the individual to change and their perceived confidence to implement new skills are important factors as is the readiness from service users and their families to accept new ways of working.

Originality/value

Mental health educators need to be aware that although participants on a course might “buy‐in” to a new approach whilst undertaking a period of training, it is easy to slip into old customs and practices. More robust and accessible supervision might help participants to “keep the faith” with their new skills and knowledge, and may also help people feel more confident in trying out new skills.

Citation

Chapman, J. and Morris, M. (2011), "Post‐qualifying students' experiences of implementing skills acquired from a “hearing voices” module into routine clinical practice", The Journal of Mental Health Training, Education and Practice, Vol. 6 No. 2, pp. 85-92. https://doi.org/10.1108/17556221111168931