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Experiential expertise in mental health and substance abuse education in Europe : Narrative literature review

Clothilde, Ewi; Edith, Anumboh (2024)

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Clothilde, Ewi
Edith, Anumboh
2024
All rights reserved. This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024120733622
Tiivistelmä
The importance of experiential knowledge in mental health and substance abuse training (especially in Europe, including Finland) due to the strong tradition of patient-centered care has been addressed quite comprehensively. This thesis examines the incorporation of experts and the knowledge gained from lived experiences pertaining to mental health and substance use within academic programs.

The primary purpose was to explore how using life-experience programs in Europe, particularly in Finland, could enhance empathy and destigmatization in the field and even in society and hone technical skills among healthcare professionals.

A narrative literature review research method was used for the thesis to synthesize existing knowledge and evidence about the influence that experiential expertise has had while also identifying any challenges associated with integrating experiential expertise within mental health/ substance use in health settings. The literature review was gathered from various academic articles, books, and educational material.

The outcome of this thesis was a thorough literature review intended to serve as a valuable resource for educators and professionals seeking to incorporate experiential expertise into their pedagogical methods. This work contributes to the ongoing dialogue surrounding the enhancement of mental health education by including personal experiences and the thesis was made available in the SAMK library for educational use. The result of this thesis implies that the use of experiential expertise helps in improving empathy and stigma reduction and improves medical skills in nursing students. Therefore, institutions should be able to be more flexible and accommodate these methods of teaching by experts rather than the traditional ways of teaching.
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