Abstract
This paper presents and discusses a collaborative midwifery curriculum development involving service users and academic staff, focusing on maternal perinatal mental health. An overview of contemporary drivers for service user involvement in midwifery care, practice and education and the significance of maternal perinatal mental health are highlighted to set the context for the educational development. The potential advantages and challenges of service user involvement in the pre-registration midwifery curriculum are outlined. The authors’ response to these challenges, through the process of initiating, implementing and evaluating a blended learning package is discussed. At the heart of this blended learning activity is the facilitated narratives of two service users, interspersed with student-focused reflective and analytical activity to develop an appreciation of a wide range of evidence, including practice experiences, theory and literature. This partnership approach to developing teaching materials for the pre-registration curriculum is advanced as a means to ensure the service user voice becomes central to the pre-registration midwifery curriculum.
Published Version
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