Exploring the influence of feedback given by people with lived experience of mental distress on learning for preregistration mental health students.

WHAT IS KNOWN ON THE SUBJECT?: The involvement of those with lived experience is broadly understood to be beneficial to student learning. The consequence of the process and implications for learning are predominantly unexplored. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: The paper explores an innovative co-produced model of involving people with lived experience in the assessment process of mental health nursing students. This method of assessment enables students to further critically analyze the application of humanistic skills and theories of person-centred care. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: The involvement of people with lived experience in the assessment process of students promotes self-awareness and empathy. It is questionable if learning which is potentially troublesome should act as a form of academic assessment which is exposed to the external judgement of another and awarded a credit-bearing grade.

ABSTRACT: Introduction Despite a positive and established perception of people with lived experience of mental distress contributing to the assessment of healthcare professionals, the consequence and implications for learning are predominantly unexplored. Aim To gain a greater understanding of the influence of feedback given by people with lived experience, in the role of formative assessor, on student learning. Method Qualitative analysis, underpinned by the theory threshold concepts, was conducted on the written reflective assessments, submitted by students, following engaging in an assessment with a lived experience assessor. Results Student learning was influenced positively by the involvement of lived experience assessors in relation to person-centred care. However, students reported the experience to be anxiety provoking due to the desire to seek external approval and conceal personal challenges. Discussion The results indicate that the feedback from those with lived experience promotes greater self-awareness and empathy amongst students. The perceived expectation to present a competent and professional performance acts as a barrier to authentic person-centred practice. Implications for practice It is questionable if learning which is potentially troublesome should act as a form of academic assessment, which is exposed to the external judgement of another and awarded a credit-bearing grade.