Lisa J. Ward

The Power of Stories: Using Narrative for Interdisciplinary Learning in Health and Social Care

This paper discusses the aims, process and outcomes of an interdisciplinary workshop day held for undergraduate students from Social Work, Mental Health Nursing, Adult Nursing, Midwifery and Occupational Therapy courses. The days activities focused on mental health and were based on the use of service user narrative within three different workshops. The feedback from the students showed that the day was relevant to the curriculum that they were engaged in; allowed them to interact with and explore the perspectives of different professional groups; assisted them in understanding the lived experience of mental health difficulties; offered them the opportunity to consider implications for practice; was enjoyable and added ‘value’.

Developing a service user facilitated, interactive case study—A reflective and evaluative account of a teaching method☆

This article describes the development and ongoing evaluation of a method of service user facilitated case study in health and social care education in a U.K. University. An action research approach (Norton 2009) has been used in which the aim of the work is to improve personal practice with the aim of enhancing the student experience. The paper is written from the perspective of the service user with support from an academic colleague. The paper describes how a narrative monologue, over time is developed into an interactive case study. In draws upon literature from service user involvement, case study and pedagogic action research. The research group are health and social care students both under and post-graduates. Analysis is via a session evaluation form. Thematic analysis draws out key themes. Firstly that first person accounts have a reasonance and interest with students. Secondly that the built in thinking time helps students to develop their reflection and critical thinking skills. Furthermore a theme emerges on how the technique supports students with their future careers. Finally the author reflects on how the approach enables the development of teaching practice and enhanced student learning.