Table 1.

Learning lessons on user involvement: theory linked to practice – a framework to guide patient and public involvement

Recognizing history/context of involvement →	Drawing on values/theories that address the contested nature of involvement →	Applying differentiated approaches to involvement →	Challenging barriers/supporting the involvement process →
Emergence of social movements/self‐help groups (e.g. BME, disabled, women’s, lesbian and gay groups, harmed patients) that challenge the nature of oppressive/harmful service provision and professionally driven agendas	Drawing upon critical perspectives on involvement/participation (e.g. Black, anti‐racist, feminist, social model of disability, anti‐oppressive practice (AOP), consumerist/democratic/empowerment theories) ↓	Involvement at the individual and collective level	An organizational commitment to support involvement/challenge power inequities and empower users
The emergence of user involvement across the public services	These challenge a dominant biomedical model of health and illness	Working with diverse groups of users within an AOP model that challenges oppressive practice/empowers individuals within their care/treatment and at a collective level	Identify clear opportunities for involvement and how lay members want to be involved
Compliance with policy/legal drivers for involvement	Highlight organisational factors about power and conflict that hinder/support involvement processes	Developing involvement in different types and levels of activities and in own treatment	Clarify for staff/lay members how involvement will take place and include/empower diverse/under‐represented groups to be involved
	Draw on empowerment theories that challenge oppressive social structures/give voice to user led perspectives/approaches on change		Specify how the involvement process will be supported/resourced e.g. time, information, training, expenses, advocacy