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Patient and public involvement/engagement (PPI/E) in public health research and health technology assessment (HTA) in high-income countries (HICs) have significantly increased over the past decade. PPI/E helps to improve research and HTA, ultimately benefitting patients and service users. PPI/E is a very new concept in many low- and middle-income countries (LMICs). This paper considers the importance of PPI in public health research and HTA in the development and implementation of technology in the health sector in South Asia. Currently, in this region, health technology is frequently adopted from HICs without local research and HTA. It also discusses the importance of local co-creation of technology to reflect the needs of users within a culturally appropriate setting. It is important for LMIC-based researchers to understand the potential of PPI/E and how it can contribute to it to improve health care and research, especially perhaps in the era of COVID-19.

The purpose of this study was to examine the possible formation of surrogate families within Ugandan schools, especially among orphans who lack positive development opportunities typically provided...

This article provides a critical reflection on the experiences of the Bournemouth University Public Involvement in Education and Research (PIER) partnership in developing approaches to involving service users and user groups within midwifery programmes of education; an NMC requirement since 2009. Specific models and activities are explored, including using social media to consult with expectant and new parents; organising direct conversations between women, their families, academics and students to explore experiences such as grief and loss and the use of support networks during pregnancy; and developing digital resources to create real, in depth and meaningful case studies. Three key benefits to having meaningful and well supported involvement are identified: emotional impact and the opportunity to develop insight and resilience; knowledge impact and the opportunity to better understand the application of theory; and practical impact, which can lead to tangible changes to students' subsequent practice.

The focus of this chapter is the use of simulation as a tool for assessing students’ developing practice and for preparing students for the realities and complexities of the workplace. The evidence for the efficacy of using simulation is considered along with examples of simulation activity from social work; adult nursing and paramedic science programmes at Bournemouth University, each one involving stakeholders (service users and carers) who have first-hand experience of the scenario the simulation activity is based on and who formed part of the assessment and feedback process. Testimonies are incorporated from academics, practitioners, service users and students regarding the efficacy of simulation models in assessing practice and in enabling students to use assessment and feedback (and feed forward) to improve their practice.

Aim Within the United Kingdom (UK) there is an increasing focus on Values Based Recruitment (VBR) of staff working in the National Health Service (NHS) in response to public inquiries criticising the lack of person-centred care. All NHS employees are recruited on the basis of a prescribed set of values. This is extended to the recruitment of student healthcare professionals, yet there is little research of how to implement this. Involving Service Users in healthcare educational practice is gaining momentum internationally, yet involvement of service users in VBR of ‘would be’ healthcare professionals remains at an embryonic phase. Adult nurses represent the largest healthcare workforce in the UK, yet involvement of service users in their recruitment has received scant attention. This paper is an evaluation of the inclusion of service users in a VBR of 640 adult student nurses. Background Design This study used a participatory mixed methods approach, with service users as co-researchers in the study. Methods The study consisted of mixed methods design. Quantitative data via an online questionnaire to ascertain candidates' perspectives ( n = 269 response rate of 42%), and academic/clinical nurses ( n = 35 response rate 34.65%). Qualitative data were gathered using focus groups and one to one interviews with service users ( n = 9). Data analysis included descriptive statistics and thematic analysis. Findings 4 overarching themes were identified; increasing sense of humanness, substantiating care values; impact of involvement; working together and making it work, a work in progress. Conclusion The findings from the study highlight that involving service users in VBR of student healthcare professionals has benefits to candidates, service users and local health services. Appreciating the perceptions of healthcare professionals is fundamental in the UK and internationally to implementing service users' engagement in service enhancement and delivery. Findings from this study identify there may be a dissonance between the policy, the nurses' thoughts and their practice.

This chapter discusses the origins of psychiatric liaison services. It explains the types of service models, and the advantages and disadvantages of different models of provision. Mental health has historically been cast as the poor relation to general medicine in terms of service provision, particularly in the UK. Specialist liaison psychiatry services are accessible to medical staff so that they can request assessment and advice for clients for whom there is a clear clinical need for treatment and support in terms of their mental health. There are two core aspects of education in liaison mental health nursing. These are the educational requirements of liaison mental health nurses themselves and their requirement as educators in relation to patients’ mental health needs. Liaison psychiatrists also have their own competence and training programme in order to gain recognition as specialists in liaison psychiatry.