Development and Evaluation of a Recovery College Fidelity Measure

Objective: Recovery Colleges are widespread, with little empirical research on their key components. This study aimed to characterise key components of Recovery Colleges, and to develop and evaluate (i) a developmental checklist and (ii) a quantitative fidelity measure.Methods: Key components were identified through a systematised literature review, international expert consultation (n=77) and semi-structured interviews with Recovery College managers across England (n=10). A checklist was developed, and refined through semi-structured interviews with Recovery College students, trainers and managers (n=44) in three sites. A fidelity measure was adapted from the checklist and evaluated with Recovery College managers (n=39, 52%), clinicians providing psychoeducational courses (n=11) and adult education lecturers (n=10).Results: Twelve components were identified, comprising seven non-modifiable components (Valuing equality; Learning; Tailored to the student; Co-production of the Recovery College; Social connectedness; Community focus; and Commitment to recovery) and five modifiable components (Available to all; Location; Distinctiveness of course content; Strengths-based; and Progressive). The checklist has service user student, peer trainer and manager versions. The fidelity measure meets scaling assumptions and demonstrates adequate internal consistency (0.72), test-retest reliability (0.60), content validity and discriminant validity.Conclusions: Co-production and an orientation to adult learning should be the highest priority in developing Recovery Colleges. The creation of the first theory-based empirically-evaluated developmental checklist and fidelity measure (both downloadable at researchintorecovery.com/recollect) for Recovery Colleges will help service users understand what Recovery Colleges offer, will inform decision-making by clinicians and commissioners about Recovery Colleges,and will enable formal evaluation of their impact on students