發展融入「以復元病友為師」之反烙印精神衛生護理教育模式

The Integration of Recovery Educators Into Psychiatric Mental Health Nursing Education

背景：烙印對於精神疾病病人的復元成效、整體照護品質以及全民心理健康均有負面影響，「反烙印運動」蔚為全球趨勢，其中「以病友為師」融入課堂之教學策略已漸被推廣，可改善學生對精神疾病之烙印態度，也促進復元病人的自我認同及價值感。
目的：發展一套符合臺灣在地文化、培訓精神病人成為復元老師、融入「以復元病友為師」之反烙印精神衛生護理教育模式。
方法：以社群參與式研究，進行課程研發及課程實施兩階段研究過程，研究對象包括臨床專業人員、護生、教師、復元老師及研究者。透過觀察筆記、會議記錄、反思心得等進行歸納分析，紀錄此研發過程及成果。
結果：發展出「復元老師培訓營」及「融入復元老師之反烙印課程」。課程研發及實施過程可歸納為三主題：(1)招募社群夥伴的願景、希望與擔憂，(2)從不同立場看待復元與促進健康平等，(3)創新和發展反烙印融入課程之元素。
結論：透過社群參與式研究發展「以復元病友為師」的反烙印精神衛生護理教育模式，讓復元老師在課堂上展現其復元歷程，引導護生直接接觸復元老師，有助於師生雙方對於復元的認同，並對反烙印態度產生正面的影響。

Background: Stigma negatively affects the recovery of and care quality received by people with mental illnesses as well as the mental health of the entire population. As part of global anti-stigma trends, the teaching strategy of introducing recovered patients into classroom settings as“recovery educators”has been increasingly accepted and adopted. This strategy is designed to improve student attitudes toward mental illness while promoting self-identity and sense of value in recovered patients.
Purpose: By training patients with mental illness to become recovery educators and incorporating core related concepts, this study was designed to develop an anti-stigmatizing mental health nursing education model appropriate to the Taiwanese culture context.
Methods: A community participatory research approach was used to conduct a two-stage research process covering curriculum development and curriculum implementation. The participants included clinical professionals, nursing students, educators, recovery educators, and researchers. By conducting an inductive analysis of observational notes, meeting minutes, and reflective journals, the curriculum development process and outcomes were documented.
Results: The Recovery Educator Training Camp and Anti-Stigma Curriculum Including Recovery Educators were developed based on the findings. The course development and implementation process may be summarized under the following three themes: (1) The vision, hopes, and concerns associated with community partner recruitment, (2) Viewing recovery from different perspectives and promoting health equity, and (3) Innovating and developing anti-stigmatization elements into the course.
Conclusion: A community participatory research approach was used to develop“recovery patients as educators”as an anti-stigma mental health nursing education model. By allowing recovery educators to showcase their process of recovery and nursing students to interact directly with recovery educators, the developed model successfully facilitates recognition of recovery and promotes anti-stigmatization attitudes in both recovery educators and students.