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Recovery-oriented training programmes for mental health professionals: A narrative literature review

Jackson-Blott, Kim, Hare, Dougal, Davies, Bronwen and Morgan, Sara 2019. Recovery-oriented training programmes for mental health professionals: A narrative literature review. Mental Health && Prevention 13 , p. 113. 10.1016/j.mhp.2019.01.005

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Objective This review explores the quantitative literature regarding recovery-oriented training programmes for mental health professionals. The main objectives were to determine the methodological quality of studies, identify the characteristics of training programmes being implemented, and explore the effects of recovery-oriented training on recovery-related outcomes. Methods A systematic literature search of six databases resulted in the identification of 17 studies, which were reviewed using narrative synthesis methodology. Results The identified studies were of variable methodological quality and a number of weaknesses were acknowledged. The heterogeneity among training programmes limited the ability to draw firm conclusions, however training that included experiential learning and service-user involvement may have had additional benefits. Recovery-oriented staff outcomes were the most commonly reported measures of training effectiveness, with results indicating that recovery training has the potential to improve recovery-consistent knowledge, attitudes and competencies of mental health professionals. However, there is limited evidence relating to service-user and service-level outcomes, suggesting that staff recovery training may have limited influence on clinical practice. Conclusions and implications for practice Due to the heterogeneity among the identified studies, the effectiveness of staff recovery training is inconclusive. Whilst recovery training may have some utility in improving recovery-oriented staff outcomes, training needs to be provided as part of wider organisational change to ensure this translates into clinical practice.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Psychology
Publisher: Elsevier
ISSN: 2212-6570
Date of Acceptance: 14 January 2019
Last Modified: 28 Jul 2020 01:24

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