Evaluating service user pedagogy in UK higher education: Validating the Huddersfield Service User Pedagogy Scale. (April 2018)

• Record Type: Journal Article
• Authors: Tobbell, Jane; Boduszek, Daniel; Kola-Palmer, Susanna; Vaughan, Joanne; Hargreaves, Janet
• Is Part Of: Nurse education today. Volume 63(2018)
• Page Start: 81
• Page End: 86
• Publication Date: 2018-04
• Subjects: Service user involvement -- Health and social care education -- Scale validation; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2018.01.014
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Background: There is global recognition that the inclusion of service users in the education of health and social care students in higher education can lead to more compassionate professional identities which will enable better decision making. However, to date there is no systematic tool to explore learning and service user involvement in the curriculum. Objectives: To generate and validate a psychometric instrument which will allow educators to evaluate service user pedagogy. Design: Construction and validation of a new scale. Participants and Settings: 365 undergraduate students from health and social care departments in two universities. Results: A two correlated factor scale. Factor 1 – perceived presence of service users in the taught curriculum and factor 2 – professionals and service users working together (correlation between factor 1 and factor 2 – r = 0.32). Conclusions: The Huddersfield Service User Pedagogy Scale provides a valid instrument for educators to evaluate student learning. In addition, the tool can contribute to student reflections on their shifting professional identities as they progress through their studies. Highlights: An instrument for evaluating learning in HE in response to service user involvements is proposed. The instrument assesses perceptions of service user involvement in the curriculum. The instrument assesses shifts in learning in response to perceived service user involvement.