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Accessible summary: What is known on the subject: Expert by Experience (EBE) involvement in mental health nursing education has demonstrated benefits, including enhancing understanding of holistic and recovery‐focused practice and enhanced application of interpersonal skills.Structure and support for EBE involvement is lacking; often resulting in inadequate preparation and debriefing and tokenistic involvement.Service user involvement in mental health nursing education should be underpinned by lived experience perspectives. What the paper adds to existing knowledge: An exploration of EBE involvement in nursing education from the perspective of those with lived experience.The development of standards designed to provide structure to better support future EBEs involved in higher education.An exemplar for co‐production of standards between EBE and nurse academics which has applicability for other contexts. What are the implications for practice?: The standards could potentially strengthen EBE involvement in mental health nursing education, enhance their confidence and increase the retention of EBEs by creating an inclusive working culture.By increasing support for EBEs, the benefits to mental health nursing practice are likely to be maximized. Introduction: Involving people with lived experience of mental distress in mental health nursing education has gained considerable traction yet broader implementation remains ad hoc and tokenistic. Effective involvement requires curricula be informed by lived experience of service use. Aim: To develop standards to underpin expert by experience involvement in mental health nursing education based on lived experience of service use. Methods: Phase one used qualitative descriptive methods, involving focus groups with service users (n = 50) from six countries to explore perceptions of service user involvement in mental health nursing education. Phase two utilized these findings through consensus building to co‐produce standards to support Experts by Experience involvement in mental health nursing education. Results: Three themes emerged in Phase one: enablers and barriers, practical and informational support, and emotional and appraisal support. These themes underpinned development of the standards, which reflect nine processes: induction and orientation, external supervision, supportive teamwork, preparation for teaching and assessing, "intervision," mutual mentorship, pre‐ and post‐debriefing, role clarity and equitable payment. Conclusions: These standards form the framework entitled; Standards for Co‐production of Education (Mental Health Nursing) (SCo‐PE [MHN]). Implications for Practice: The standards aim to support implementation of Expert by Experience roles in mental health nursing education. [ABSTRACT FROM AUTHOR]

Bullying can have a severe effect on the physical and mental health of young people. This qualitative descriptive research aimed to develop an understanding of young peoples' experiences of an educational, interactive theatre-based workshop (the Bullying Prevention Session) which focused on developing strategies to address school bullying. Focus group interviews were conducted with students from six schools. Students reported that the workshop improved their understanding of the complexities of bullying, including appreciating the situation from the perspectives of both bullies and bystanders. Students noted their dissatisfaction with the schools' efforts to implement bullying reduction strategies that they suggested at the workshop. [ABSTRACT FROM AUTHOR]

Abstract: Increasingly, experts as deemed by personal experience or mental health service use, are involved in the education of nurses; however, accompanying research is limited and focuses primarily on opinions of nurse educators and students. The aim of this study was to develop an understanding of the potential contribution to mental health nursing education by those with experience of mental health service use. The research was part of the international COMMUNE (Co‐production of Mental Health Nursing Education) project, established to develop and evaluate co‐produced mental health content for undergraduate nursing students. A qualitative descriptive design was adopted with data collected through focus group interviews in seven sites across Europe and Australia. Experts by experience (people with experience of distress, service use, and recovery) co‐produced the project in partnership with nursing academics. Co‐production enriched the process of data collection and facilitated the analysis of data from multiple perspectives. Two themes are presented in this paper. The first focuses on how experts by experience can enhance students’ understanding of recovery by seeing the strengths inherent in the ‘human’ behind the diagnostic label. The second highlights the importance of communication and self‐reflection on personal values, where students can explore their own thoughts and feelings about mental distress alongside those with lived experience. Interacting with experts by experience in the classroom can assist in challenging stigmatizing attitudes prior to nursing placements. These findings can be used to inform international nursing curricula by increasing the focus on nursing skills valued by those who use the services. [ABSTRACT FROM AUTHOR]