Accepted for/Published in: Journal of Participatory Medicine
Date Submitted: Dec 28, 2023
Date Accepted: Jul 9, 2024
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Embedding a recovery college in a psychiatry organisation promotes its implementation; A qualitative Swedish case study
ABSTRACT
Background:
Recovery colleges are user-led educational interventions aiming at empowering people with mental health issues and promote recovery through peer-learning. Despite the increasing interest in recovery colleges in recent years and the demonstrated beneficial effects for users, there is limited research addressing aspects that influence their implementation. This knowledge is necessary for the successful integration of such interventions in various contexts.
Objective:
The aim of this study is to explore factors that influence the implementation of a recovery college embedded within a Swedish psychiatric organization.
Methods:
A qualitative case study based on semi-structured interviews with eight course participants, four course leaders, and four clinical staff of a recovery college was conducted. The transcripts were analyzed with a conventional content analysis.
Results:
The findings highlight key areas that either hinder or promote the successful implementation of the recovery college. These areas encompassed, recruitment, resources, staff attitudes, and ways of organizing courses. Each area appears both as facilitators and barriers, demonstrating opposite conditions.
Conclusions:
Allocating dedicated resources, engaging individuals with user-experience as organizers who are willing to share their personal experience, having an open-door policy, creating an open space for participants to share, and offering practical advice and written material felt useful, create favourable conditions for a recovery college to reach is goals of empowering psychiatry service users.
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Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.