Qualitative analysis reveals barriers to implementing student-led poster recommendations in mental health services, suggesting the need for better support.
Background Recovery and social inclusion are fundamental principles in mental healthcare. Posters are considered a valuable means of sharing evidence gained through enquiry, but there is little evidence regarding the impact on practice of student-led poster-based reviews of mental health services in the UK. Aim To explore mental health nurses’ awareness and experiences of poster-based service reviews about recovery and social inclusion undertaken in their services by trainee mental health workers enrolled on a postgraduate diploma at Middlesex University; to examine whether and how the posters’ recommendations had been implemented, the organisational and contextual barriers to their implementation, and their perceived impact on practice. Method Data were obtained through semi-structured interviews with six mental health nurses from four services at one mental health trust, then analysed thematically. Findings Five themes were identified: multidisciplinary team collaboration, social inclusion and links with community services, evidence-based practice, training and rewards, and time constraints. While the posters contained valuable recommendations, their dissemination and implementation were hindered by systemic barriers and limited resources. Conclusion To have an impact on practice, the findings of poster-based service reviews must be disseminated, discussed with staff and integrated into staff training. Clinical-academic partnerships and organisational support are essential for embedding recovery and social inclusion in mental health practice.
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Jung et al. (2026) studied this question.
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