Abstract：
BACKGROUND: Globally, healthcare regulatory bodies require providers of academic programs to involve service users in the design and delivery of education, yet concrete and tested directions for operationalising this are lacking. Service users\' involvement in education is often passive, ad-hoc and tokenistic, with limited input at the program development level.
OBJECTIVE: To explore the co-design processes and outcomes of a collaborative revision of an Australian post-registration mental health nursing curriculum.
METHODS: Using qualitative case study design, the experiences and collaborative practices of five stakeholders (one mental health service user, two carers and two academics) co-designing a post-registration mental health nursing curriculum were explored.
RESULTS: Commonly identified barriers to meaningful involvement were overcome through planning and collaborative execution of the group\'s work. Participants reported a strong sense of successful collaboration in reviewing the curriculum, trusting relationships and mutual respect.
CONCLUSIONS: While it was possible to support and augment stakeholder knowledge in the context of post-registration education, co-design processes were ultimately bound by the university\'s relatively inflexible bureaucratic context.
CONCLUSIONS: To ensure effective stakeholder collaboration beyond classroom teaching, mental health nurse academics must prepare service users for the role, explaining the language and practices of the tertiary health education and nursing context. As part of co-design processes, organisational mandates must be explored and negotiated, and mutual clarity regarding expectations and roles must be established. A Design Thinking approach can support meaningful engagement of stakeholders in curriculum development.
OBJECTIVE: To explore the co-design processes and outcomes of a collaborative revision of an Australian post-registration mental health nursing curriculum.
METHODS: Using qualitative case study design, the experiences and collaborative practices of five stakeholders (one mental health service user, two carers and two academics) co-designing a post-registration mental health nursing curriculum were explored.
RESULTS: Commonly identified barriers to meaningful involvement were overcome through planning and collaborative execution of the group\'s work. Participants reported a strong sense of successful collaboration in reviewing the curriculum, trusting relationships and mutual respect.
CONCLUSIONS: While it was possible to support and augment stakeholder knowledge in the context of post-registration education, co-design processes were ultimately bound by the university\'s relatively inflexible bureaucratic context.
CONCLUSIONS: To ensure effective stakeholder collaboration beyond classroom teaching, mental health nurse academics must prepare service users for the role, explaining the language and practices of the tertiary health education and nursing context. As part of co-design processes, organisational mandates must be explored and negotiated, and mutual clarity regarding expectations and roles must be established. A Design Thinking approach can support meaningful engagement of stakeholders in curriculum development.
摘要：
背景：在全球范围内，医疗保健监管机构要求学术课程的提供者让服务用户参与教育的设计和交付，然而，缺乏具体和经过测试的操作方向。服务用户参与教育往往是被动的，临时和象征性的，在程序开发级别的输入有限。
目的：探讨澳大利亚注册后心理健康护理课程协同修订的共同设计过程和结果。
方法：使用定性案例研究设计，五个利益相关者的经验和合作实践(一个心理健康服务用户，探索了两名护理人员和两名学者）共同设计注册后心理健康护理课程。
结果：通过计划和协作执行小组工作，克服了有意义参与的常见障碍。参加者报告说，在审查课程时具有强烈的成功合作意识，信任关系和相互尊重。
结论：虽然可以在注册后教育的背景下支持和增加利益相关者的知识，共同设计过程最终受到大学相对僵化的官僚环境的约束。
结论：为了确保课堂教学之外的有效利益相关者协作，心理健康护士学者必须为服务用户做好准备，解释三级健康教育和护理环境的语言和实践。作为共同设计过程的一部分，必须探索和谈判组织任务，必须建立关于期望和角色的相互明确性。设计思维方法可以支持利益相关者有意义地参与课程开发。
目的：探讨澳大利亚注册后心理健康护理课程协同修订的共同设计过程和结果。
方法：使用定性案例研究设计，五个利益相关者的经验和合作实践(一个心理健康服务用户，探索了两名护理人员和两名学者）共同设计注册后心理健康护理课程。
结果：通过计划和协作执行小组工作，克服了有意义参与的常见障碍。参加者报告说，在审查课程时具有强烈的成功合作意识，信任关系和相互尊重。
结论：虽然可以在注册后教育的背景下支持和增加利益相关者的知识，共同设计过程最终受到大学相对僵化的官僚环境的约束。
结论：为了确保课堂教学之外的有效利益相关者协作，心理健康护士学者必须为服务用户做好准备，解释三级健康教育和护理环境的语言和实践。作为共同设计过程的一部分，必须探索和谈判组织任务，必须建立关于期望和角色的相互明确性。设计思维方法可以支持利益相关者有意义地参与课程开发。
