Table 3 Themes and corresponding categories that resulted form the conventional content analysis method
Themes | Description of user-provider relationships | Implementation of user- provider partnership | User- provider interaction process | Power | Organisational readiness | Boundaries to be considered | Culture of care |
|---|---|---|---|---|---|---|---|
Categories | What can be considered good care | Tools and means to facilitate partnerships | Service users' willingness to participate | Class differences between user and provider | Time/work pressure limiting the ability to allow participation of users | Ability, capacity, and mental state of the user to participate in care | Importance of participation |
What is participation | Process of change | Relationship between provider and user | Power of the provider over the user | Organisational structure for change | Risks of user involvement | Knowledge base for care | |
What is involvement | Bottom up approach | Collaboration between user and provider on care provision | Power of the patient | System restrictions | Protection of the provider | Mental health stigma | |
Person centredness | How to integrate participation in current practices | Understanding the patient | Equality between patient and provider | Network of providers to facilitate partnerships | Consequences of user participation | Flexibility in services | |
Standardisation of care | In what ways can a user be involved in care | How can a user and provider share decisions | Independent user supporter | Tensions in the organisation | Continuity of partnership in the care pathway | What leads to favourable provider attitudes for involvement | |
Lack of consensus on what involvement is | Creating opportunities | Transparency of the care process | Formalisation of partnerships | The role of the manager | Flexibility in services | What leads to unfavourable provider attitudes for involvement | |
| Â | How to share decision making | Creating normality | Â | Care setting influence | Â | Users' negative care experiences | |
| Â | Training/educating to enable participation | How to facilitate the user to participate | Â | Descriptions of the job role | Â | Identity of the provider | |
| Â | Create positive examples | Users' vs providers' expectations and needs | Â | Â | Â | Attitudes shape the process | |
| Â | Provision of information | Common understanding between user and provider | Â | Â | Â | Barriers for the user to participate | |
| Â | How to sell the participation plan | Ground principles for good user-provider relationships | Â | Â | Â | What is the current treatment model | |
| Â | Issues with change processes | Providers' role as responsible and facilitator | Â | Â | Â | Â | |
| Â | Â | Communication between user and provider | Â | Â | Â | Â | |
| Â | Â | Listening to the user | Â | Â | Â | Â |