The importance of understanding of mental health has never been greater for society, with 1 in 4 people experiencing a mental health problem each year (McManus, et al. 2009) and those who self-harm or suicidal thoughts increasing (McManus, et al. 2016). Creating empathy and humanising the experience of people with a mental health condition is vital in supporting them to recover (Reynolds and Scott, 2000). However, helping mental health nursing students to understand the lived experience of patients can be challenging.
This is especially so when they have not previously had experience of some of the settings or situations which are common place within the healthcare system. Utilising technology to immerse students within a patient perspective provides them with this opportunity, helping to humanise their experiences and identify the professional practice required to support them.
The University of Derby worked in partnership with the local NHS Trust and Experts by Experience (ex-patients) to help create a series of videos showing key parts of one patient’s journey through the mental health care system. The videos, created as point of view and 360°, provide students with the opportunity to immerse themselves, viewing everything from the patient’s viewpoint and providing agency over this experience. Delivered via the students’ mobile devices, the videos provided prompts to discuss the patient’s feelings and how the actions of others might impact this. The students discussed the behaviour of the health care professionals, identifying areas of good and bad practice, leading them to reflect on their future practice in scenarios like those seen within the videos.
Sustainability and reusability were built into the videos by ensuring the patient was generic. The patient’s health condition is not discussed, you do not see them, and they are given a generic name, Sam, who could be either male or female. This enables the academic to set the context for their students, using appropriate scenarios for the key parts for the curriculum the students need to cover.
The learners experience was examined utilising two questionnaires; one to evaluate the impact on a student’s confidence of their healthcare practice and their experience of these videos. The findings from the pilot tell us that students enjoyed the approach and benefitted from discussing what they saw with fellow students. Further findings from the research will be provided drawing on the re-run of this activity over the summer.
The presentation will provide participants with an outline of the research, brief details of the production process for the different types of video and how these were delivered to students ensuring an authentic learning experience. It will then report on the research findings helping to understand the student experience of the videos and the impact this had on their learning. The presentation will conclude with an explanation of where we would like to go next, using the videos to help support inter-professional learning across disciplines, the potential for further video case studies in other discipline areas and continued research into the impact this has on students learning.
McManus, S., Meltzer, H., Brugha, T. S., Bebbington, P. E., & Jenkins, R. (2009). Adult psychiatric morbidity in England, 2007: results of a household survey. The NHS Information Centre for health and social care.
McManus S, Bebbington P, Jenkins R, Brugha T. (eds.) (2016). Mental health and wellbeing in England: Adult psychiatric morbidity survey 2014. Leeds: NHS digital.
W.J. Reynolds, B. Scott (2000) ‘Do nurses and other professional helpers normally display much empathy?’, Journal of Advanced Nursing, vol.31, no.1, pp. 226-234.
Laura Hollinshead posted an update in the session Humanising the lived experience of mental health patients through immersive video [A-028] 5 months ago
Here is my presentation slides for the session https://www.slideshare.net/lauraskelton/humanising-the-lived-experience-of-mental-health-patients-through-immersive-video