Cabourne, J. (2010) A study of the effects of service user involvement in undergraduate and clinical psychology education. Doctoral thesis, UCL (University College London).
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The involvement of service users in the education of healthcare students is an important aspect of modern clinical training both at undergraduate and postgraduate level (Department of Health, 2001). Available literature pertaining to the effectiveness of involvement in psychology training and education however is scarce (Townend, Tew, Grant & Repper, 2008). This thesis, presented in three parts, begins to address this dearth of research. Part one presents a review of the literature on the methods and measures used to evaluate service user involvement in the training and education of healthcare professionals. Structured using 'Kirkpatrick's framework for evaluation' (Kirkpatrick, 1994), the review highlights that research has predominantly used single-group, retrospective designs, with systematic, experimental designs employed less often. The review concludes that a significant limitation of the evidence base is the use of study-specific outcome measures without established reliability and validity. Part two is an empirical paper which investigates the effects of service user involvement on student empathy in an undergraduate and postgraduate psychology population. The paper also describes the development and psychometric evaluation of the Initial Assessment Questionnaire (Cabourne, Holford, Scior & Stott, 2010), used to assess the second research question: whether service user involvement influences student attitudes towards factors considered important when meeting with a service user for the first time within a clinical context. Finally, part three presents a critical appraisal of the current research. Conceptual and methodological issues are discussed as well as implications for future research and training opportunities.
|Title:||A study of the effects of service user involvement in undergraduate and clinical psychology education|
|Additional information:||Thesis in two volumes: volume 2 is restricted|
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