Designing A Toolbox for the Teaching and Learning of a Life Course

Approach for Undergraduate Pre-registration Mental Health Nurses

Hilary Ford, CLAHRC Fellow 2012-2013

Anglia Ruskin University

Aims of the Project

To design a Toolbox that will contain:1. An evidenced based theoretical Framework to

demonstrate how multiple risk factors influence the development of mental health problems across the life course

2. A set of interactive Tools relating to the framework

Objectives of the Toolbox

1. To identify and explore risk factors and how these influence mental health across the life course

2. To understand how factors that influence an individual at one phase of life can influence that individual at subsequent phases of their life

3. How interventions at the different phases of life help to promote mental health adaptation, promote recovery and build resilience and well being through the life course

Design Approach

• Developed a research protocol• Ethics – Application to Anglia Ruskin University

Research Ethics Panel (FREP)1. Focus group- evaluate a potential tool2. Expert review workshops-test and evaluate

Evidence based framework

• Design approach-explored www.inclusivedesigntoolkit.com

Research Protocol: stages and activitiesResearch Questions

What is a life course approach in mental health?

What is the evidence base for a life course approach for mental health?

Can this be translated into a teaching and learning Framework?

What could a Toolbox for the teaching and learning of a life course approach for pre-registration mental health nurses look like ?

How would this Toolbox benefit mental health nursing practice?

How would this Toolbox benefit service user’s experience of care?

Life Course Toolbox Design

P1. Trigger – New BSc Programme including a Module on ‘Philosophy and Values of Mental Health Nursing’ (ARU)

Learning Tools Framework

P4. Literature Review (answer RQ 1,2,3)

List of Academic papers List of grey literature

Potential Topic areas

P3. Project Protocol Planning and Preparation (inc: Ethics, Governance, Time Plan)

Literature derived Skeleton Framework

Prototype Framework

L5. Example Tool(s):

Defined Life Course Tools

Toolbox for a Life Course Approach to Teaching MH

F5. Identify, Sort and Cluster Themes (start to formulate answer to RQ 4)

L5a. Life Course Personas

F6. Review and modification (continue to formulate answer to RQ 4)

L6. Generate Tool ideas (to answer to RQ 4)

T7. Combine Framework and Tools and Refine

(to answer to RQ 4)

P2. CLAHRC Fellowship Application

A Life Course Tool (example)

Life Course Toolbox Design

P1. Trigger – New BSc Programme including a Module on ‘Philosophy and Values of Mental Health Nursing’ (ARU)

Learning Tools Framework

P4. Literature Review (answer RQ 1,2,3)

List of Academic papers List of grey literature

Potential Topic areas

P3. Project Protocol Planning and Preparation (inc: Ethics, Governance, Time Plan)

Literature derived Skeleton Framework

Prototype Framework

L5. Example Tool(s):

Defined Life Course Tools

Toolbox for a Life Course Approach to Teaching MH

F5. Identify, Sort and Cluster Themes (start to formulate answer to RQ 4)

L5a. Life Course Personas

F6. Review and modification (continue to formulate answer to RQ 4)

L6. Generate Tool ideas (to answer to RQ 4)

T7. Combine Framework and Tools and Refine

(to answer to RQ 4)

P2. CLAHRC Fellowship Application

• Example tool• Timeline persona

(Inclusive Design Toolkit)• Later called a Life Story• Life Story-a fictional

account of a person, and a range of bio psycho-social risk factors that influence mental health at different stages of life

Test and Evaluate the Tool

Implemented work on two Life Stories with a group of student nurses•Focus group- ten participants to evaluate the Life Stories •Did this Tool meet the project objectives?

Evaluating the Life Stories

• Desirability• Accessibility• Utility • Overall

www.inclusivedesigntoolkit.com

SN6” I felt flat when we looked at risk factors on their own. The next time we looked at

how we could help, it gave us hope and a way of moving

forward”

SN3 “It is a respectful way of working, everyone has a

past and a potential future”

Refining the Life Stories

• Redeveloped the Life Stories • Focus on depression

Becky, Michael Sharon Len & Dorothy

• Revised structure to the tool Part 1- Risk and protective factors Part 2- Adaptation, recovery, and building resilience Part 3- Nursing Values (Francis Report, 2013, NHS constitution 2012)

Part 4 –Cohort analysis and effects

Life Course Framework

Life Course Toolbox Design

P1. Trigger – New BSc Programme including a Module on ‘Philosophy and Values of Mental Health Nursing’ (ARU)

Learning Tools Framework

P4. Literature Review (answer RQ 1,2,3)

List of Academic papers List of grey literature

Potential Topic areas

P3. Project Protocol Planning and Preparation (inc: Ethics, Governance, Time Plan)

Literature derived Skeleton Framework

Prototype Framework

L5. Example Tool(s):

Defined Life Course Tools

Toolbox for a Life Course Approach to Teaching MH

F5. Identify, Sort and Cluster Themes (start to formulate answer to RQ 4)

L5a. Life Course Personas

F6. Review and modification (continue to formulate answer to RQ 4)

L6. Generate Tool ideas (to answer to RQ 4)

T7. Combine Framework and Tools and Refine

(to answer to RQ 4)

P2. CLAHRC Fellowship Application

• A framework which contains bio psycho-social factors (risk/protective)

• Mental health and physical health

Designing the Framework

• The Life Course PrismSocial

Psychological

Biol

ogica

l

Ageing

• Life Course Resource box

Evaluate the Framework

• Two expert review workshops – Stakeholders from mental health – adult, elderly, learning disability, children's nursing, GP

Life course Toolbox (assembly)

Life Course Toolbox Design

P1. Trigger – New BSc Programme including a Module on ‘Philosophy and Values of Mental Health Nursing’ (ARU)

Learning Tools Framework

P4. Literature Review (answer RQ 1,2,3)

List of Academic papers List of grey literature

Potential Topic areas

P3. Project Protocol Planning and Preparation (inc: Ethics, Governance, Time Plan)

Literature derived Skeleton Framework

Prototype Framework

L5. Example Tool(s):

Defined Life Course Tools

Toolbox for a Life Course Approach to Teaching MH

F5. Identify, Sort and Cluster Themes (start to formulate answer to RQ 4)

L5a. Life Course Personas

F6. Review and modification (continue to formulate answer to RQ 4)

L6. Generate Tool ideas (to answer to RQ 4)

T7. Combine Framework and Tools and Refine

(to answer to RQ 4)

P2. CLAHRC Fellowship Application

• Assembly of the Framework and the Life Stories

• To create the Toolbox

Creating the Toolbox

• Summary documents for different topic areas and influencing factors Text teaching-risk factors Reflections relating to the life stories Reading lists Web resources Self awareness exercises YouTube clips

• Navigation around the resource box and the life story being worked on

The Working Toolbox

• All files up-loaded to the ARU Virtual Learning Environment

• Went ‘live’ in late September 2013

• In active use by 2nd year student nurses

• Initial feedback is positive

What have I learnt?

• Importance of having a detailed research protocol

• Importance of design to education • FREP-over ambitious• Value of collaborative research• Life course theory- longitudinal approach• Promoting evidence based research along side a

personalised care approach (promoting a culture of compassionate care)

What Next ?

• Present the project at a conference• Write a paper(collaborative)• Tool box to be used by other fields of practice• The Undergraduate Psychiatry Speciality Director

at the University of Cambridge - implement the toolbox with medical students in 2014

Author

Hilary FordFaculty of Health, Social Care and EducationAnglia Ruskin UniversityLocation- FulbournCambridge CB21 5XA

UNITED KINGDOM Phone: +44 (0) 0845 196 5314Email: hilary.ford@anglia.ac.uk