A co‐created multimethod evaluation of recovery education in Ireland

Bibliographic Data

ID19506799
AuthorsAnn O’brien (0000-0003-2237-9405, Business Information Systems, J. E. Cairnes School of Business & Economics University of Galway Galway Ireland), Louise Murphy (0000-0003-2381-3963, Department of Nursing and Midwifery, Health Research Institute University of Limerick Limerick Ireland), Amanda Hunt (East Galway Recovery College (REGARI) Roscommon Ireland), David Dwyer (Recovery College Southeast Kilkenny Ireland), Andrew Hunter (0000-0002-6301-6654, School of Nursing and Midwifery University of Galway Galway Ireland, corresponding author)
Year2024
Volume27
Issue2
Pagese13937-e13937
Publication date2024-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHealth Expectations (JOURNAL)
Journal identifiersISSN: 1369-6513 • E-ISSN: 1369-7625
PublisherWiley (PUBLISHER • GB)
DOI10.1111/hex.13937
PMID38549203
OpenAlexW4393316278
LanguageEN
Citations received1
References cited22

BACKGROUND: This paper aims to explore the impact of recovery education on recovery knowledge, attitudes and the quality of life of students undertaking recovery education, contributing to the evidence base in relation to the impact of recovery education. It also explores the experiences of all stakeholders involved in the co-facilitation, delivery and participation in recovery education. SETTING AND PARTICIPANTS: This study evaluates the experiences of stakeholders involved in the co-facilitation, delivery and participation in recovery education across four recovery colleges in Ireland. Participants included students undertaking recovery education, peer educators, education facilitators, recovery college coordinators and practitioner/service providers. DISCUSSION: Findings from the quantitative survey when compared with extant literature suggest that students had a good understanding of recovery education. The social aspect of empowerment for growth and wellbeing was identified through themes relating to co-production and facilitating student learning. Support for equitable access to recovery education, including co-production for both the public and staff, was identified as a challenge for the future. CONCLUSION: The findings from both the qualitative and quantitative components of the study show the positive impact of recovery education on stakeholders while acknowledging the need for ongoing support for people working in recovery education and the development of services. In particular, there was a high level of recovery knowledge found in students undertaking recovery education. PATIENT OR PUBLIC CONTRIBUTION: This study utilised a co-created study design. From inception a steering group comprising stakeholders (peer educators, recovery education facilitators including past recovery college students and nonpeer staff involved in the co-production of recovery education) directed the conduct of the evaluation. This steering group participated in an iterative process of information sharing, suggestions for evaluation process and language

Empowerment · Health education · Higher education · Medical education · Peer education · Political science · Public health · Public relations · Medicine · Mental Health and Patient Involvement · Nursing · Psychology · Resilience and Mental Health · Social Work Education and Practice

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