Evaluating service user pedagogy in UK higher education: Validating the Huddersfield Service User Pedagogy Scale

Jane Tobbell, Daniel Boduszek, Susanna Kola-Palmer, Joanne Vaughan, Janet Hargreaves

Research output: Contribution to journalArticle

1 Citation (Scopus)

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.
LanguageEnglish
Pages81-86
Number of pages6
JournalNurse Education Today
Volume63
Early online date31 Jan 2018
DOIs
Publication statusPublished - Apr 2018

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Teaching
Students
Education
Curriculum
education
Learning
Delivery of Health Care
student
Psychometrics
educator
curriculum
Decision Making
health
psychometrics
learning
inclusion
decision making
university

Cite this

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Evaluating service user pedagogy in UK higher education : Validating the Huddersfield Service User Pedagogy Scale. / Tobbell, Jane; Boduszek, Daniel; Kola-Palmer, Susanna; Vaughan, Joanne; Hargreaves, Janet.

In: Nurse Education Today, Vol. 63, 04.2018, p. 81-86.

Research output: Contribution to journalArticle

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