Enabling mental health student nurses to work co-productively

Abstract

Purpose

The purpose of this paper is to investigate the use of innovative teaching methods and share a four-step model, to promote the use of co-production in mental health practice.

Design/methodology/approach

The case study approach highlights three real-life examples of day to day experiences in mental health nurse education with innovative approaches to sharing and developing co-production skills and attitudes in mental health student nurses.

Findings

The case studies highlight three settings where undergraduate mental health nurses experience co-production through a world café event and dialogical community development. Common themes include setting the environment, developing a common aim and relationship building.

Research limitations/implications

A limitation of this paper is that only three case studies are provided, further examples would provide a greater pool of exemplars for others to draw on. However, by focusing upon student nurse education in learning environment, these examples are transferable to other settings.

Practical implications

The practical applications are summarised in a four-step model that can help develop co-productive teaching methods; enable educators to set the climate and generate an understanding of co-production that empowers students and service users.

Social implications

The emphasis and relevance of promoting co-productive working habits early on in nurses’ mental health nursing careers will enable them to raise awareness of future social implications for a range of client groups.

Originality/value

This paper focuses upon mental health student nurses whilst providing an innovative model to facilitate co-production experiences applicable in a range of settings.

Citation

Best, S., Koski, A., Walsh, L. and Vuokila-Oikkonen, P. (2019), "Enabling mental health student nurses to work co-productively", The Journal of Mental Health Training, Education and Practice, Vol. 14 No. 6, pp. 411-422. https://doi.org/10.1108/JMHTEP-10-2018-0063