Edinburgh Napier University

  The active involvement of people with lived experience of mental health (MH) issues and their carers is recognised as good practice internationally. Academic settings are seen to be an ideal, although potentially privileged, environments in which to demonstrate meaningful and authentic involvement. Despite the reported lack of evaluation/evidence relating to the impact of involvement, there continues to be a lack of research in this area with the examination of the carers perspective being even more limited.
This paper presents qualitative findings emerging from the Interpretive Phenomenological Analysis (IPA) of five semi-structured interviews with family carers who contribute to a Bachelor of Nursing (MH) programme. The study explores the perceptions family carers have relating to their involvement in nurse education.
Findings were themed and four central themes identified: having an impact, making a difference, connecting with students and seeing the whole person. Drawing on these themes provides opportunities to understand the motivation and drive carers have to improve health and social care services for carers and for people who use services offering knowledge about how carers perceive and evaluate the impact of their contributions.
Conclusions made relate to the value of involvement and how connecting with students throughout their programme of study builds rapport and meaningful, authentic partnerships. However, strategic planning and continued investment in co-production as well as a deeper understanding of the complex relationship students and carers have is needed.