Harvey Wells

A concept mapping exploration of social workers' and mental health nurses' understanding of the role of the Approved Mental Health Professional

This study uses concept mapping and participant interviews to explore how differing professional viewpoints and levels of knowledge held by social workers and mental health nurses affect perceptions of the Approved Mental Health Professional (AMHP) role during an interprofessional training programme. The results suggest that social workers entering the programme had a greater understanding of the role in comparison to mental health nurses; however, on completion of the programme, both professional groups demonstrated similar levels of learning. The study challenges assumptions that nurses may be inherently disadvantaged by their professional background in terms of learning about a role that is traditionally associated with social work practice. Study participants valued the concept mapping process and felt that the approach may be a valuable tool for clinical supervision.

The effects of medication-management training on clinicians' understanding and clinical practice in Hong Kong

Medication management training programmes for mental health clinicians have been shown to improve clinical outcomes for service users. These studies do not explore from a clinicians perspective how the knowledge and skills learnt during training have been applied in clinical practice and if similarly positive results are observed in differing cultural settings. This study used individual concept mapping series to explore changes in understanding and to aid self-prompted qualitative interviews following a medication management course in Hong Kong. Qualitative interview data shows clinicians developed a systematic but pragmatic approach towards delivering interventions which is in response to perceived implementation barriers. This paper highlights the importance of the cultural and clinical context when using evidence-based medication management interventions; the training may benefit from the addition of specific teaching content and support to help clinicians deal with these issues.

Teaching reluctant students: using the principles and techniques of motivational interviewing to foster better student-teacher interactions

In formal learning settings, there will always be instances of resistance to learning from students, resulting in either open conflict or withdrawal and consequent disillusionment on the part of both students and teachers. This paper presents a set of principles and associated practices for responding to disengagement from learning in constructive ways. This framework, motivational interviewing, is borrowed from health care but has been adapted for use in higher education. The model focuses on building confidence and independence and fostering engagement, thus enabling students to take responsibility for their learning. The model is student-centred and collaborative and thus fosters constructive relationships between student and teacher. This paper presents the theoretical underpinnings of the model and the ways in which it can be used in teacher–student interactions.

Service user involvement: more than a token gesture

Service user involvement is crucial in education and training as it can add a unique perspective and promote better practice. This paper provides an example of service user involvement in all aspects of the training. The involvement will be considered from the perspectives of the service user and a student. Implications and issues for practice are discussed.

Learning to change: the rationale for the use of motivational interviewing in higher education

Abstract Motivational interviewing is a technique developed for use in clinical contexts in order to help people change unhealthy behaviours. However, because it is centred on change, is non-judgemental and collaborative, it is ideal to be adapted for use in teaching. This paper considers the theoretical basis for its use in higher education settings by examining the underpinnings of the technique and the ways in which it fits within thinking about education. We address some of the challenges to the use of motivational interviewing and consider how it can be conceptualised for use in teaching.