Premium
Mental health service users’ experiences of an education intervention based on a European Union project: A comparison between nine European countries
Author(s) -
Nieminen Irja,
Kaun Marja
Publication year - 2019
Publication title -
international journal of mental health nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.911
H-Index - 54
eISSN - 1447-0349
pISSN - 1445-8330
DOI - 10.1111/inm.12501
Subject(s) - preparedness , mental health , intervention (counseling) , attendance , european union , psychology , medical education , psychological intervention , service (business) , applied psychology , nursing , medicine , political science , business , psychiatry , marketing , law , economic policy
Mental health service users ( MHSU s) often face difficulties in achieving successful participation in education; however, the tools that could help them succeed are rarely investigated. This study aimed to illuminate the experiences of MHSU s in an education intervention based on a European Union ( EU ) project. Their experiences are compared across nine EU countries. The data were collected through individual interviews with MHSU s ( n = 47) at day activity centres that provide mental health services. An inductive content analysis was used as the method of analysis. Three main categories, which include seven subcategories, are revealed by the analysis. The main categories are as follows: (i) the factors related to MHSU s’ educational preparedness, (ii) the dimensions of the learning environment, and (iii) the effects of training intervention. The MHSU s’ experiences with the education intervention were similar across all countries. The findings showed that this education intervention is a multidimensional process. It contains social, mental, and physical dimensions linked to a learner and learning environment. These dimensions influence the MHSU s’ ability to participate in the education process. At its best, the education intervention supports the personal growth of MHSU s and prepares them for social integration. An education intervention can be a usable tool in the rehabilitation of MHSU s if the multidimensional nature of education is taken into consideration. Therefore, designing and executing education interventions requires the attendance of the MHSU s in cooperation with mental health and education professionals. Our findings suggest a tentative framework that can be used in designing and executing education for MHSU s.