Transforming Alcohol and Other Drug Education Through Co-Design

Abstract

Over the past decade, as a broader push to address community needs and improve health outcomes, socially marginalised people have become increasingly involved in co-design research and education. More recently, people with lived experience of substance dependence have co-designed and co-delivered Alcohol and Other Drugs (AOD) education with nurse educators. Evaluations of co-designed AOD education have largely focused on educational and clinical outcomes but not on the process of co-design. Because of this gap, there is a need for research that explores the process of undertaking co-design with people who use substances and clinicians, including facilitators and barriers to the process that are specific to these groups. This research reports on a qualitative study exploring the barriers, facilitators, and perceived value of a co-design process for an AOD clinical education program involving people with lived experience of substance use, nurse clinicians, and academics (nursing and public health). The participants reported that building trusting relationships and skilled facilitation enhanced the co-design process, enabling positive conditions for working in partnership to achieve the project outcomes. However, challenging interpersonal dynamics, lack of adequate resources, and overly directive facilitation could impact team dynamics and undermine the co-design process. Authentic co-design has the potential to transform AOD education, ensuring that it centres the needs of people with lived experience. However, co-design initiatives require adequate resourcing and time to develop equal and respectful relationships for this vision to be realised.