Abstract
Background
Classification systems have been developed to identify a range of mental illnesses that can be labelled and treated within a biomedical framework. Whilst alternative understandings regarding the lived experience have emerged, a biomedical explanation still dominates public and professional thinking. This is reflected in mental health professional education nationally and internationally.
This study reports on an initiative co-produced by a team of experts by experience and academic staff where Mad Studies was introduced into undergraduate nursing curricula. Mad Studies is an academic field and international movement that challenges the traditional view of mental illness.
Aim
The aim of the study was to examine mental health nursing students' perceptions of the impact of Mad Studies on their learning.
Methods
A qualitative exploratory design was co-produced by a research team consisting of academics, experts by experience and mental health nursing students. Data was collected in the form of zines from 43 students. Visual data was analysed using a framework of interpretive engagement, thematic analysis was utilised for non-visual data.
Results
Four overall themes emerged: making human connections, personal affirmation (of own mental health), transformed understanding and connecting differently.
Discussion
Mad studies created a transformative experience for students related to a different way of knowing. There were notable shifts in perspectives of mental distress due to disruption in understanding. There was safety to engage differently with experts-by-experience allowing personal reflection and acceptance.
Conclusion
The mad studies delivery and voice of the experts by experience recontextualises learning as it repositions understanding of mental distress whilst creating authentic connections with self and others. It highlights the essentiality of co-production for making a difference and the potential to influence nursing practice.
Classification systems have been developed to identify a range of mental illnesses that can be labelled and treated within a biomedical framework. Whilst alternative understandings regarding the lived experience have emerged, a biomedical explanation still dominates public and professional thinking. This is reflected in mental health professional education nationally and internationally.
This study reports on an initiative co-produced by a team of experts by experience and academic staff where Mad Studies was introduced into undergraduate nursing curricula. Mad Studies is an academic field and international movement that challenges the traditional view of mental illness.
Aim
The aim of the study was to examine mental health nursing students' perceptions of the impact of Mad Studies on their learning.
Methods
A qualitative exploratory design was co-produced by a research team consisting of academics, experts by experience and mental health nursing students. Data was collected in the form of zines from 43 students. Visual data was analysed using a framework of interpretive engagement, thematic analysis was utilised for non-visual data.
Results
Four overall themes emerged: making human connections, personal affirmation (of own mental health), transformed understanding and connecting differently.
Discussion
Mad studies created a transformative experience for students related to a different way of knowing. There were notable shifts in perspectives of mental distress due to disruption in understanding. There was safety to engage differently with experts-by-experience allowing personal reflection and acceptance.
Conclusion
The mad studies delivery and voice of the experts by experience recontextualises learning as it repositions understanding of mental distress whilst creating authentic connections with self and others. It highlights the essentiality of co-production for making a difference and the potential to influence nursing practice.
| Original language | English |
|---|---|
| Article number | 106645 |
| Number of pages | 8 |
| Journal | Nurse Education Today |
| Volume | 148 |
| Early online date | 20 Feb 2025 |
| DOIs | |
| Publication status | Published - 1 May 2025 |
Keywords
- Mad Studies
- Zines
- Co-production
- Nurse education
- Experts-by-experience
