背景：许多有心理健康问题的人康复并重新建立自己的身份，并在生活中找到希望和意义，不管症状负担。可以通过学习和教育来支持恢复，旨在加强自我管理和应对能力。有生活经验的同龄人提供的这种教育很少见，也很少报道。目的是评估教育干预的感知价值，患者学校（PS），由有生活经验的受雇患者同行在精神病学组织内组织。
方法：基于对有心理健康问题的人的访谈的定性案例研究（n=8），同行组织者(n=4)和医疗保健专业人员(n=4)，并使用了时间表和教育材料等文件。首先,访谈采用归纳常规内容分析进行转录和分析。第二,这些发现被合成为一个计划理论，在逻辑模型中说明。
结果：PS的感知价值与同伴组织者分享自己经验的意愿有关，一种归属感,与志同道合的新知识分享，实用技能,获得的角色和态度。这些经历赋予了力量，减少污名，并向用户参与者保证，一个人的身份不是由心理健康问题定义的。这种增强的自信为加强自我管理铺平了道路，并为更有效地利用医疗保健服务创造了潜力。
结论：我们得出结论，由受薪同龄人在精神病学组织内组织，取得了与文献中报告的相同的积极成果，并显示了让同行组织者成为工作人员的一部分的价值。
■这项研究是在学术研究人员和有精神病服务用户体验的人员之间的合作中进行的，从事教育干预研究的重点。研究计划是共同设计的，并且对收集的数据进行了合作分析。具有用户体验的共同研究人员的参与使项目团队可以访问研究网站，为团队提供了对研究背景的见解，并为促进对研究结果的解释提供了理解。
BACKGROUND: Many people with mental health issues recover and re-establish their identity and find hope and meaning in life, irrespective of symptom burden. Recovery can be supported through learning and education, aiming at strengthening self-management and coping skills. Such education offered by peers with lived experience is rare and scarcely reported. The aim was to assess the perceived value of an educational intervention, called the Patient School (PS), organized within a psychiatry organization by employed patient peers with lived experience.
METHODS: A qualitative
case study based on interviews with people with mental health issues (n = 8), peer-organizers (n = 4) and healthcare professionals (n = 4), and documents such as schedules and educational materials were used. First, the interviews were transcribed and analyzed using inductive conventional content analysis. Second, the findings were synthesized into a programme theory, illustrated in a logic model.
RESULTS: The perceived value of the PS was related to the willingness of peer-organizers to share their own experiences, a sense of belonging, sharing with like-minded and new knowledge, practical skills, roles and attitudes acquired. These experiences were empowering, decreased stigma and reassured user participants that one\'s identity is not defined by mental health issues. This increased self-confidence paves the way for increased self-management and creates a potential for a more efficient use of healthcare services.
CONCLUSIONS: We conclude that this PS, organized within a psychiatry organization by salaried peers, achieved the same positive results as those reported in the literature and showed the value of having peer-organizers being part of the staff.
UNASSIGNED: This research was performed in a partnership between academic researchers and persons with user experience of psychiatric services, engaged in the educational intervention in the focus of the study. The research plan was co-designed, and the analysis of the data collected was performed in collaboration. The participation of the co-researchers with user experience gave the project team access to the study site, provided the team with insights into to study context and contributed with an understanding promoting the interpretation of the findings.
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