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REVIEW

Public Health Rev

Volume 46 - 2025 | doi: 10.3389/phrs.2025.1608124

This article is part of the Special Issue TRANSFORMATIVE PUBLIC HEALTH EDUCATION View all 19 articles

Patient involvement in mental health education: What do we need? A scoping review and checklist

Marlin Klarenbeek Marlin Klarenbeek Ed de Bruin Ed de Bruin Yudit Namer Yudit Namer *
  • Department of Psychology, Health and Technology, University of Twente, Enschede, Netherlands

The final, formatted version of the article will be published soon.

    Objective: This scoping review aims to comprehensively map the existing literature on Patient Involvement (PI) in mental healthcare education (MHE), identify the needs of mental health (MH) educators, students, and patients with lived experiences of MH challenges and develop a checklist for successful implementation of PI in MHE. Methods: Conducted between November 2023-January 2024, this review followed PRISMA-ScR guidelines in databases PubMed, Scopus, ProQuest Dissertations and Theses, and WHO. Eligibility criteria adhered to PICOS guidelines, and screening was done via Covidence. Content analysis was carried out to develop a checklist. Results: Eleven qualitative articles were found, revealing two superordinate stakeholder needs categories: Interpersonal and Course Needs. Interpersonal Needs included Selfdetermination, Communication & Collaboration, Recognition & Support, and Holistic approach. Course Needs comprised Content, Organisational, and Teaching. A checklist was developed to support PI in MHE. Conclusions: Guidelines for successful PI in MHE should prioritize patient autonomy, foster collaboration, provide support, ensure inclusive course content, and promote patient involvement in educational processes. Study limitations, such as potential bias, underscore the need for future research to enhance evidence-based practices in MHE.

    Keywords: Patient involvement, mental health education, Scoping Reviews, checklist, Content Analysis

    Received: 01 Nov 2024; Accepted: 11 Feb 2025.

    Copyright: © 2025 Klarenbeek, de Bruin and Namer. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Yudit Namer, Department of Psychology, Health and Technology, University of Twente, Enschede, Netherlands

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.