student profile: Ms Karen Arblaster


Map

Thesis work

Thesis title: Integrating consumer perspectives about recovery from mental illness in curriculum design and evaluation

Supervisors: Lynda MATTHEWS , Karen WILLIS, Lynette MACKENZIE

Thesis abstract:

Introduction Recovery-oriented practice in mental health emphasises personal agency and partnership working and is informed by both lived experience and professional expertise. Entry-level occupational therapy education must include both perspectives, ensure students acquire the core capabilities for such practice and embrace consumer participation. However core capabilities have not yet been defined, consumers’ preferred ways of participating in student education are not known, and no robust instrument to evaluate the effectiveness of such participation exists.

Research objectives

  1. Develop consumer defined core capabilities for recovery-oriented practice
  2. Identify consumers’ preferred ways of participating in student education
  3. Develop a self-report measure of the core capabilities that can be used to evaluate consumer participation in curricula

Method A mixed methods design was employed. In phase one a Delphi study identified consumers’ priorities for recovery-oriented curricula and preferred ways of participating in student education. Qualitative interviews explored and refined these curriculum priorities. In phase two a self-report measure was developed, pilot tested and preliminary psychometric evaluation undertaken. The researchers partnered with a consumer reference group through all stages of the research.

Results Twelve capability domains comprising 171 curriculum priorities underpinned by five core values were identified and then refined into three core capabilities for recovery-oriented practice: knowing, doing and being/becoming. A self-report measure comprising vignettes and action oriented items was developed. Pilot testing indicates that the measure is acceptable to students and discriminates between students who have and have not learned about recovery-oriented practice. Content validity index findings suggest that consumers believe the vignettes are highly relevant, but individual items vary in relevance. Additional psychometric evaluation is underway.

Conclusion Findings of this research can inform mental health curricula and participatory learning and teaching methods. The self-report measure can be used by educators to evaluate students’ recovery-oriented practice capabilities and the efficacy of consumer participation in teaching.

Selected grants

2018

  • Working with mental health consumers to create authentic learning experiences; Mackenzie L, Hancock N, Scanlan J, Arblaster K, Schneider C, Chen T, McCloughen A, River J, Buus N, Kostecki T, Rangan A, Nicholson M, Tseris E; DVC Education/Large Educational Innovation Grant.

Selected publications

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Journals

  • Arblaster, K., Mackenzie, L., Matthews, L., Willis, K., Gill, K., Hanlon, P., Laidler, R. (2018). Learning from consumers: An eDelphi study of Australian mental health consumers´┐Ż priorities for recovery-oriented curricula. Australian Occupational Therapy Journal, 65(6), 586-597. [More Information]
  • Scanlan, J., Meredith, P., Haracz, K., Ennals, P., Pepin, G., Webster, J., Arblaster, K., Wright, S. (2017). Mental health education in occupational therapy professional preparation programs: Alignment between clinician priorities and coverage in university curricula. Australian Occupational Therapy Journal, 64(6), 436-447. [More Information]
  • Arblaster, K., Mackenzie, L., Willis, K. (2015). Mental health consumer participation in education: A structured literature review. Australian Occupational Therapy Journal, 62(5), 341-362. [More Information]
  • Arblaster, K., Mackenzie, L., Willis, K. (2015). Service user involvement in health professional education: is it effective in promoting recovery-oriented practice? The Journal of Mental Health, Training, Education and Practice: issues for workforce development, 10(5), 325-336. [More Information]

2018

  • Arblaster, K., Mackenzie, L., Matthews, L., Willis, K., Gill, K., Hanlon, P., Laidler, R. (2018). Learning from consumers: An eDelphi study of Australian mental health consumers´┐Ż priorities for recovery-oriented curricula. Australian Occupational Therapy Journal, 65(6), 586-597. [More Information]

2017

  • Scanlan, J., Meredith, P., Haracz, K., Ennals, P., Pepin, G., Webster, J., Arblaster, K., Wright, S. (2017). Mental health education in occupational therapy professional preparation programs: Alignment between clinician priorities and coverage in university curricula. Australian Occupational Therapy Journal, 64(6), 436-447. [More Information]

2015

  • Arblaster, K., Mackenzie, L., Willis, K. (2015). Mental health consumer participation in education: A structured literature review. Australian Occupational Therapy Journal, 62(5), 341-362. [More Information]
  • Arblaster, K., Mackenzie, L., Willis, K. (2015). Service user involvement in health professional education: is it effective in promoting recovery-oriented practice? The Journal of Mental Health, Training, Education and Practice: issues for workforce development, 10(5), 325-336. [More Information]

Note: This profile is for a student at the University of Sydney. Views presented here are not necessarily those of the University.