Mutual Development through Authentic Relationships: Adventures, Journeys and Appreciative Stories of Service User Engagement in Student Nurse Education
type: CreativeWork
description: Current educational guidelines require clear evidence of the involvement of service users across the nursing curriculum, but give no real direction as to how to achieve this, or clarity about what would constitute successful engagement. There is a limited body of literature that specifically addresses service user engagement in the classroom and this literature is largely evaluative in nature, small scale, single site, often atheoretical and many do not include service user perspectives. The studies present evidence of the value of service user engagement, albeit not in great breadth or depth, but fail to critically examine the actual processes and practices that contribute to the perceived success of service user engagement in the classroom. This study seeks to develop and strengthen the current understanding of service user involvement in nurse education and the way in which it is enacted in the classroom setting. In this study, the term ‘service user’ encompasses people, carers and families with experience of healthcare who are involved in teaching sessions with pre-registration nursing students for the purposes of sharing their life experiences. A participatory, Appreciative Inquiry approach was taken, using a series of appreciative workshops (n=8), observations of teaching (n=5) and interviews (n=3). These approaches ensured that there were opportunities for the participants to generate and share their stories and experiences of service user engagement. This participatory appreciative approach also ensured that all voices within the study were respected and that ethical considerations were attended to with high levels of sensitivity. These approaches also facilitated the critical consideration of the interactions, dialogues and relationships that occur between pre-registration nursing students, service users and lecturers. Data were analysed using a thematic narrative approach drawing on the principles of socio-narratology and considering three key components: …
abstract: Current educational guidelines require clear evidence of the involvement of service users across the nursing curriculum, but give no real direction as to how to achieve this, or clarity about what would constitute successful engagement. There is a limited body of literature that specifically addresses service user engagement in the classroom and this literature is largely evaluative in nature, small scale, single site, often atheoretical and many do not include service user perspectives. The studies present evidence of the value of service user engagement, albeit not in great breadth or depth, but fail to critically examine the actual processes and practices that contribute to the perceived success of service user engagement in the classroom. This study seeks to develop and strengthen the current understanding of service user involvement in nurse education and the way in which it is enacted in the classroom setting. In this study, the term ‘service user’ encompasses people, carers and families with experience of healthcare who are involved in teaching sessions with pre-registration nursing students for the purposes of sharing their life experiences. A participatory, Appreciative Inquiry approach was taken, using a series of appreciative workshops (n=8), observations of teaching (n=5) and interviews (n=3). These approaches ensured that there were opportunities for the participants to generate and share their stories and experiences of service user engagement. This participatory appreciative approach also ensured that all voices within the study were respected and that ethical considerations were attended to with high levels of sensitivity. These approaches also facilitated the critical consideration of the interactions, dialogues and relationships that occur between pre-registration nursing students, service users and lecturers. Data were analysed using a thematic narrative approach drawing on the principles of socio-narratology and considering three key components: …
author: Dix, Julie Ann
language: en
keywords: B700 - Nursing
date published: 2016-01
date modified: 2026-07-24T01:35:53Z
provider: University of Central Lancashire
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Central Lancashire