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ABSTRACT The term ‘mental health crisis’ is a widely used concept in clinical practice and research, appearing prominently in mental health literature across healthcare and social science disciplines. Within these contexts, the term is frequently either left undefined or defined rather narrowly, confined to clinical observations or guidelines targeted at healthcare providers and negating the multifaceted nature of crisis as described by those with lived experience. Therefore, the aim of this paper is to explore the characteristics of and provide a conceptual definition for the concept of ‘mental health crisis’. Rodgers' method of evolutionary concept analysis was employed and 34 articles, ranging from 1994 to 2021 and a variety of disciplines, were analysed. The results highlighted the contrast between clinically oriented surrogate terms and related concepts and those used by individuals with lived crisis experience. Antecedents of crisis included underlying vulnerabilities, relational dysfunction, collapse of life structure and struggles with activities of daily living. The concept's attributes encompassed the temporality of crisis, signs and symptoms of crisis, functional decline and crisis in family and caregivers. Finally, the consequences comprised looking inward for help, looking outward for help, and opportunities and dangers. This concept analysis serves as a foundational step in understanding ‘mental health crisis’ and its various dimensions, facilitating more nuanced discussions and interventions in the realm of mental healthcare. [ABSTRACT FROM AUTHOR]

Objective: This paper aims to identify the main scientific literature on patient involvement in the education of health professionals., Methods: A literature review with keywords ''patient partner' OR 'service user' AND 'education'' in the CINAHL database identified 26 articles related to the involvement of patient partners in the training and education of health professionals., Results: The presence of patient partners is positively assessed. Teachers would be able to humanize and to nuance theoretical concepts by presenting people living with a mental health problem. Students have new skills, change their attitude positively by being more aware of the factors of stigmatization in mental health and their perspective on the patient would broaden by taking in consideration the health in its entirety. Finally, patient partners, by their unveiling, would feel the therapeutic effects, a sense of pride to be recognized as peers and would exercise a civic contribution by participating in the training of health professionals. However, the literature does not allow these assertions to be evidence-based., Conclusion: Some challenges remain for genuine involvement of patients beginning with their integration at every levels of development in training and education programs and a better balance between scientific knowledge and experiential knowledge.