Outcomes of an education programme designed to develop co-facilitation skills among mental health service users, family members and clinicians: the EOLAS project

Background Though collaborative models of mental health service provision are advocated, evidence of training facilitators from different backgrounds to jointly deliver educational interventions is scarce. Study... [ view full abstract ]

Background
Though collaborative models of mental health service provision are advocated, evidence of training facilitators from different backgrounds to jointly deliver educational interventions is scarce.

Study objectives
The objectives of the study were to evaluate the impact of a four day facilitator training programme on participant’s perceived knowledge and confidence, and to explore their experiences of the training and co-facilitating an information programme for users of services and their family members.

Method
A mixed method study design was used. Questionnaires were administered to participants prior to and at the end of the training programme. 86 individuals provided T1 data, 72 people completed surveys at T2 (response rate of 84%) while 72 individuals provided data at both time points (T1 & T2). Descriptive and inferential statistics were generated in the analysis. Post programme follow up was conducted with 17 participants using semi-structured interviews and analysed using a thematic approach. Ethical approval was granted by the University ethics committee and ethics committees associated with the mental health services participating in the EOLAS Programme.

Findings
The findings showed statistically significant increases in knowledge of facilitation skills and confidence in facilitating following the training. Participants from all stakeholder groups (clinicians, users and family members) demonstrated improvements with no statistically significant differences between the groups found. Satisfaction with the training and perceived readiness to facilitate sessions was high among participants with the overwhelming majority endorsing the training. A clearer understanding of the role of a facilitator and the value of peer and clinician partnerships emerged from the experience of facilitating as well as the opportunity to practice skills learned in the training.

Conclusions and Implications
This study provides evidence that the trialogue approach (service users, family and clinicians) is an acceptable, feasible and effective model of education.