Recovery Camp Tasmania: A novel way of enhancing experiential learning opportunities for students of health disciplines

Title

Recovery Camp Tasmania: A novel way of enhancing experiential learning opportunities for students of health disciplines

Author(s)

Dr Heather Bridgman, Dr David Lees, Mr Shep Chidarikire, Ms Ally Smith, Ms Kimberley Kevan, Prof Lorna Moxham (University of Wollongong), Ms Ellie Taylor (University of Wollongong)

Presentation Goals

This poster will describe the features of and the existing evidence base supporting Recovery Camp as developed by UOW. It will then detail how the Recovery Camp model is being piloted and adapted to capitalise on the Tasmanian context and to meet the needs of UTAS students undertaking mental health PEP, as well as community volunteers who have a diagnosed mental illness. The poster will also describe the research methods associated with the camp evaluation and anticipated outcomes of the project.

Subtheme

UTAS Blended Learning Model

Presentation Type

Poster

Keywords

situated high impact learning experiences, placement preparation, cross disciplinary

Room

Stanley Burbury Lecture Theatre

Time

11.00-11.25

Abstract

Practical Experience Placements (PEP) in mental health care settings are essential to students studying health disciplines. It is a continuing challenge to provide suitable placement experiences that are underpinned by best-practice recovery oriented approaches, challenge negative stigma, and support inter-professional learning (IPL).

In response to these imperatives, UTAS School of Health Sciences is piloting an immersive PEP called 'Recovery Camp' in December 2015. Recovery Camp involves multidisciplinary health students, adult community volunteers diagnosed with a mental illness and university staff participating in a five day live-in activity camp in a rural setting that is based around holistic, collaborative, recovery-based activities. Recovery Camps previously conducted by University of Wollongong (UOW) have been shown to significantly reduce stigma amongst nursing students as compared to students undertaking a 'traditional' PEP.

The study to evaluate the UTAS pilot Recovery Camp will use a pre, post and 3 month follow up design to assess the impact of the camp on students using the Mental Health Clinical Confidence, Readiness for IPL and the Social Distance Scales. We anticipate an increase in clinical confidence and readiness for IPL, and a decrease in mental illness-related stigma. We will also evaluate the experience of Recovery Camp from the perspective of the community volunteers and their carers, as well as the viability of incorporating the camp into curriculum.