Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/43867
Title: Mental health patient perspectives on how to better teach and evaluate diversity education in the National Health Service; “Knowing one’s self is the key to knowing others.”
Authors: George, Riya Elizabeth
Smith, Karl
O'Reilly, Michelle
Dogra, Nisha
First Published: 2019
Publisher: Lippincott, Williams & Wilkins for Alliance for Continuing Medical Education, Association for Hospital Medical Education, Council on CME, Society for Academic Continuing Medical Education
Citation: Journal of Continuing Education in the Health Professions, 2019, In Press
Abstract: Objective: Diversity education is a mandatory requirement for all mental-health practitioners and healthcare professionals in the United Kingdom National Health Service (NHS). Wide variability exists in the development, delivery and evaluation of diversity education across healthcare settings; with limited evidence to suggest the optimal approach for teaching this subject. This study aimed to explore the perspectives of patients with mental illness on how to better teach and evaluate diversity education in the NHS. Methods: A participatory research approach was utilised with five mental-health patient organisations. Forty-two patients with mental illness took part in three participatory workshops. Data were analysed through template analysis. Results: The findings indicated that a focus on the nuances and dynamics of clinical relationships would be beneficial. Specifically, the relationship considered most important to examine with respect to diversity education was the ‘practitioner-self’ relationship. Conclusion: Reconstructing the relationship-centred care model with the addition of the practitioner-self relationship, may be better suited to theoretically informing future developments in diversity education. Further research is needed to understand what educational approaches contribute towards a relationship-centred care outlook and how relationship building behaviours, particularly those relevant to the practitioner-self relationship are best developed in diverse settings.
DOI Link: TBA
ISSN: 0894-1912
Links: TBA
http://hdl.handle.net/2381/43867
Embargo on file until: 1-Jan-10000
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2019, Lippincott, Williams & Wilkins for Alliance for Continuing Medical Education, Association for Hospital Medical Education, Council on CME, Society for Academic Continuing Medical Education. Deposited with reference to the publisher’s open access archiving policy. (http://www.rioxx.net/licenses/all-rights-reserved)
Description: The file associated with this record is under embargo until 12 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.
Appears in Collections:Published Articles, Dept. of Neuroscience, Psychology and Behaviour

Files in This Item:
File Description SizeFormat 
Pre-proof+-+patient+perspectives+Riya+paper.pdfPost-review (final submitted author manuscript)438.56 kBAdobe PDFView/Open


Items in LRA are protected by copyright, with all rights reserved, unless otherwise indicated.