Mental health service user involvement in nurse education: A catalyst for transformative learning

Background: The involvement of mental health service users in nurse education is widely recommended but there is little evidence showing the impact in practice. Aim: The aim of the study was to investigate the impact on student nurses' practice and the underpinning mechanisms and contexts following service user involvement in the classroom. Method: Semi-structured individual interviews were conducted with 26 student nurses and 12 service users and a group interview with seven students. Results: Twelve students were identified as undergoing transformative learning and all students reported examples of actions or insights resulting from the service user sessions. Five mechanisms that contributed to the students' learning were hearing the lived experience of the services users, the emotional impact, the reversal of roles, reflection by the students and the training/preparation for service users. Learning from service users in the classroom was found to be qualitatively different from learning in clinical placements. Conclusion: Provided the mechanisms identified above are in place, service user involvement in the classroom can act as a catalyst for transformative learning and positive actions in practice.