From Collaboration to Inclusion: Health Service Staff Perceptions of Education Codesigned with People with Lived Experience of Disability

INTRODUCTION: For people living with disability, navigating mainstream health care presents challenges that restrict access to services, limit participation in health-related decisions, and contribute to poor health outcomes. Recognizing the need to facilitate accessible and inclusive health care, an education program for health service staff was codesigned by people with lived experience of disability, a regional health service, and a disability service provider. METHODS: A qualitative approach was used to determine staff perceptions of the effectiveness and impact of the program. All staff were invited to participate in the evaluation. Data were collected through open-ended survey questions and in-depth interviews and analyzed thematically. RESULTS: Four themes were identified in the data: the value of the inclusion of lived experience in education design and delivery; the importance of foregrounding person-centered care; communication; and co-ordinated service delivery. Overall staff perceived the education program to be valuable in improving their knowledge, understanding, and confidence to work with people with disability and their families. DISCUSSION: Education focused on developing the knowledge, understanding, communication, and confidence of health service staff to work with people with disability and their families is impactful and meaningful when codesigned with people with lived experience.