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Marty L, Myrick O, Perelman A, Kotlyar A, Vernon J. Filling a gap in OBGYN education: a pilot lecture series on perinatal mental health. Arch Womens Ment Health 2024; 27:137-143. [PMID: 37906279 DOI: 10.1007/s00737-023-01386-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Accepted: 08/21/2023] [Indexed: 11/02/2023]
Abstract
Perinatal mood and anxiety disorders (PMADs) are one of the most common complications in the peripartum period. The Council for Resident Education in Obstetrics and Gynecology (CREOG) includes diagnosis and management of PMADs as educational objectives, but no formal curriculum for trainees exists. Consequently, providers often struggle to identify and treat these disorders. We aimed to assess the effects of a pilot lecture series on obstetrics and gynecology (OBGYN) residents' knowledge and comfort in the diagnosis and management of PMADs. As part of an educational cross-sectional study, a Qualtrics survey was distributed to OBGYN residents at a single center in New York City. Residents were exposed to a 10-h virtual lecture series on perinatal mental health, and a follow-up survey was distributed. Initially, few residents were familiar with screening tools (45%), and few felt comfortable providing resources (5-45%), diagnosing (0-55%), and managing (0-30%) patients with the PMADs presented. After the pilot, improvement was seen in residents' familiarity with screening tools (86%), and their comfort in providing resources (11-67%) and diagnosing (11-78%) PMADs. However, comfort in management did not improve (0-22%). The majority of trainees (75%) found the virtual setting appropriate. There is a deficit in OBGYN residents' knowledge and comfort regarding diagnosis and discussion of PMADs that can be improved with a focused lecture series, though a greater emphasis on treatment is needed. The majority of OBGYN learners found the virtual setting conducive to learning this material. Their preferences should guide the development of a formal, national curriculum.
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Affiliation(s)
- Lindsay Marty
- NYU Grossman School of Medicine, 550 1st Avenue, New York, NY, USA.
| | - Olivia Myrick
- Department of OB/GYN, NYU Langone Health, 550 1st Avenue, New York, NY, USA
| | - Allison Perelman
- Department of OB/GYN, NYU Langone Health, 550 1st Avenue, New York, NY, USA
| | - Amalia Kotlyar
- Department of OB/GYN, NYU Langone Health, 550 1st Avenue, New York, NY, USA
| | - Jessica Vernon
- Department of OB/GYN, NYU Langone Health, 550 1st Avenue, New York, NY, USA
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Parnell T, Fiske K, Stastny K, Sewell S, Nott M. Lived experience narratives in health professional education: educators' perspectives of a co-designed, online mental health education resource. BMC Med Educ 2023; 23:946. [PMID: 38087347 PMCID: PMC10717857 DOI: 10.1186/s12909-023-04956-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Accepted: 12/08/2023] [Indexed: 12/18/2023]
Abstract
INTRODUCTION Meaningful involvement of people with lived experience is an invaluable approach to education that facilitates the development of knowledge, skills and attitudes for collaborative, compassionate and person-centred healthcare practice. The purpose of this evaluation was to gain health professional educators' perspectives of an online learning resource that presents the lived experiences of people who have been consumers of the Australian mental health system. METHODS A cross sectional study design was used to survey educators who had registered to use the online education resource. Data were collected using an online survey and follow-up interviews. Two lived experience researchers were involved in the research. Quantitative survey data were analysed descriptively, and qualitative data were analysed thematically. FINDINGS The Listening to Voices online education resource is being used in a range of settings. Educators perceived the content facilitated achievement of learning outcomes related to understanding the experiences of people with mental health issues. The free, online, and flexible design of the resource promoted access and helped overcome barriers to including lived experience experts in education. The powerful impact of the resource and importance of creating safe learning environments when using the resource were highlighted. Suggestions for future developments were provided. CONCLUSION Involving people with lived experience in education of healthcare students and professionals can assist in developing skills for collaborative, compassionate, and person-centred care. Implementation of co-design principles and the use of creative pedagogical approaches can contribute to the development of impactful educational resources that foreground lived experience. Making these resources flexible and freely available online improves their utility.
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Affiliation(s)
- Tracey Parnell
- School of Allied Health, Exercise and Sports Sciences, Faculty of Science and Health, Charles Sturt University, PO Box 789, Albury, NSW, 2640, Australia.
| | - Kate Fiske
- Gateway Health, 155 High Street, Wodonga, Victoria, 3690, Australia
| | - Kellie Stastny
- Intervoice, 21 Warwick Road, Wodonga, Victoria, 3690, Australia
| | - Sarah Sewell
- Listening to Voices, C/- 155 High Street, Wodonga, Victoria, 3690, Australia
| | - Melissa Nott
- Three Rivers Department of Rural Health, Charles Sturt University, Wagga Wagga, NSW, 2678, Australia
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Afsharnejad B, Milbourn B, Hayden-Evans M, Baker-Young E, Black MH, Thompson C, McGarry S, Grobler M, Clifford R, Zimmermann F, Kacic V, Hasking P, Bölte S, Romanos M, Machingura T, Girdler S. The efficacy of the "Talk-to-Me" suicide prevention and mental health education program for tertiary students: a crossover randomised control trial. Eur Child Adolesc Psychiatry 2023; 32:2477-2489. [PMID: 36194311 PMCID: PMC9531217 DOI: 10.1007/s00787-022-02094-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 09/23/2022] [Indexed: 12/02/2022]
Abstract
Despite suicide ideation being one of the most frequently reported health issues impacting tertiary students, there is a paucity of research evaluating the efficacy of preventive interventions aimed at improving mental health outcomes for students studying at two tertiary institutes. The current study evaluated the efficacy of the "Talk-to-Me" Mass Open Online Course (MOOC) in improving tertiary students' abilities to support the mental health of themselves and their peers via a randomised controlled trial design, comparing them to a waitlist control group. Overall, 129 tertiary students (M = 25.22 years, SD = 7.43; 80% female) undertaking a health science or education course at two Western Australian universities were randomly allocated to either "Talk-to-Me" (n = 66) or waitlist control (n = 63) groups. The participants' responses to suicidal statements (primary outcome), knowledge of mental health, generalised self-efficacy, coping skills, and overall utility of the program (secondary outcomes) were collected at three timepoints (baseline 10-weeks and 24-weeks from baseline). Assessment time and group interaction were explored using a random-effects regression model, examining changes in the primary and secondary outcomes. Intention-to-treat analysis (N = 129) at 10-weeks demonstrated a significant improvement in generalised self-efficacy for "Talk-to-Me" compared to the control group (ES = 0.36, p = .04), with only the "Talk-to-Me" participants reporting increased knowledge in responding to suicidal ideation (primary outcome). This change was sustained for 24 weeks. Findings provide preliminary evidence suggesting that the "Talk-to-Me" MOOC can effectively improve tertiary students' mental health and knowledge of how to support themselves and others in distress. ACTRN12619000630112, registered 18-03-2019, anzctr.org.au.
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Affiliation(s)
- Bahareh Afsharnejad
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
| | - Ben Milbourn
- School of Allied Health, Curtin University, Perth, WA, Australia.
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia.
- enAble Institute, Curtin University, Perth, WA, Australia.
| | - Maya Hayden-Evans
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | | | - Melissa H Black
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
| | - Craig Thompson
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Sarah McGarry
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Melissa Grobler
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Rhonda Clifford
- Faculty of Health and Medical Sciences, The University of Western Australia, Perth, WA, Australia
| | - Frank Zimmermann
- School of Allied Health, Curtin University, Perth, WA, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Viktor Kacic
- School of Allied Health, Curtin University, Perth, WA, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Penelope Hasking
- enAble Institute, Curtin University, Perth, WA, Australia
- School of Population Health, Curtin University, Perth, WA, Australia
| | - Sven Bölte
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
- Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Marcel Romanos
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Würzburg, Würzburg, Germany
| | - Tawanda Machingura
- Faculty of Health Sciences & Medicine, Bond University, Queensland, Australia
| | - Sonya Girdler
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
- Faculty of Health and Medical Sciences, The University of Western Australia, Perth, WA, Australia
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women's and Children's Health, Karolinska Institutet & Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden
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Wang H, Chen X. Intervention Effect of Mindfulness-Based Mental Health Education Therapy on Adolescents Mobile Phone Addiction and Cognitive Tendency. Iran J Public Health 2023; 52:2563-2571. [PMID: 38435767 PMCID: PMC10903318 DOI: 10.18502/ijph.v52i12.14317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Accepted: 10/14/2023] [Indexed: 03/05/2024]
Abstract
Background Teenagers are more prone to mobile phone addiction than other age groups due to their lack of self-control. This addiction to mobile phones severely affects their physical and mental health, causing irreversible harm as they grow older. As such, exploring suitable psychotherapy for their physical and mental development needs is essential, in ways that effectively change teenagers' mobile phone addictive behaviors. Methods An experimental study was conducted on 910 teenage volunteers recruited from 5 communities in Gansu, Hebei, and Liaoning Provinces in China from May to July 2023. The participants were screened using the Mobile Phone Addiction Index Scale (MPAI). On the basis of the evaluation results, 56 individuals were selected based on the evaluation results and randomly divided into experimental and control groups, each comprising 28 individuals. The experimental group underwent an 8-week mindfulness-based mental health education therapy. Both groups were measured before and after the intervention. Results The mobile phone addiction score of the experimental group was significantly lower than that of the control group (P<0.001). The cognitive tendency score and mental wellbeing score of the experimental group was significantly higher than those of the control group (P<0.001). Conclusion Mindfulness-based mental health education therapy effectively alleviates teenagers' mobile phone addiction and improves their cognitive tendencies and mental health. This approach serves as a valuable reference for effectively preventing and managing mobile phone addiction among teenagers.
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Affiliation(s)
| | - Xiao Chen
- Xinglin College of Nantong University, Nantong, Jiangsu, China
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Ung TX, O'Reilly CL, Moles RJ, El-Den S. Co-designing psychosis simulated patient scenarios with mental health stakeholders for pharmacy curricula. Int J Clin Pharm 2023; 45:1184-1191. [PMID: 37505347 PMCID: PMC10600032 DOI: 10.1007/s11096-023-01622-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Accepted: 06/29/2023] [Indexed: 07/29/2023]
Abstract
BACKGROUND Pharmacists need knowledge and confidence to support people living with mental illness. Evidence-based educational materials for pharmacy students to provide psychosis care is limited. AIM To co-design, content validate and pilot-test, with mental health stakeholders, simulated patient scenarios to educate and assess students in providing psychosis care. METHOD Mental health consumers were invited to co-design three simulated patient scenarios (first-episode psychosis, carer of someone living with schizophrenia, non-adherence to antipsychotics), guided by published and psychometrically-tested materials. A panel of mental health stakeholders participated in two rounds of content validation (RAND/UCLA appropriateness model). Round 1 involved individual survey completion to calculate item content validity index (I-CVI) for relevance/clarity, content validity ratio for essentiality and overall scale content validity index (S-CVI/Ave and S-CVI/UA) scores for each scenario. Scores analyses and feedback comments informed revisions. Round 2 involved a panel meeting to discuss revisions and finalise content. The scenarios were then pilot-tested with pharmacy students. RESULTS Two consumers participated in co-design, nine stakeholders in content validation. All items showed excellent content validity for relevance/clarity. Eleven items were revised for essentiality, discussed, then re-rated at the panel meeting for consensus. The scenarios were pilot-tested with pharmacy students (n = 15) and reported to be realistic and relevant to future practice, contributing to students' confidence in supporting people experiencing mental health symptoms or crises. CONCLUSION Partnering with mental health stakeholders has enabled co-design of authentic, content valid educational materials for pharmacy students to provide psychosis care, in preparation for future provision of mental health support.
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Affiliation(s)
- Tina X Ung
- School of Pharmacy, The University of Sydney, Pharmacy and Bank Building A15, Science Rd, Camperdown, Sydney, NSW, 2006, Australia.
| | - Claire L O'Reilly
- School of Pharmacy, The University of Sydney, Pharmacy and Bank Building A15, Science Rd, Camperdown, Sydney, NSW, 2006, Australia
| | - Rebekah J Moles
- School of Pharmacy, The University of Sydney, Pharmacy and Bank Building A15, Science Rd, Camperdown, Sydney, NSW, 2006, Australia
| | - Sarira El-Den
- School of Pharmacy, The University of Sydney, Pharmacy and Bank Building A15, Science Rd, Camperdown, Sydney, NSW, 2006, Australia
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Jalloh M, Stompanato J, Nguyen JQ, Barnett MJ, Ip EJ, Doroudgar S. Barber Motivation for Conducting Mental Health Screening and Receiving Mental Health Education in Barbershops That Primarily Serve African Americans: a Cross-sectional Study. J Racial Ethn Health Disparities 2023; 10:2417-2422. [PMID: 36190678 DOI: 10.1007/s40615-022-01420-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 09/21/2022] [Accepted: 09/22/2022] [Indexed: 10/10/2022]
Affiliation(s)
- Mohamed Jalloh
- College of Pharmacy, Touro University California, 1310 Club Drive, Vallejo, CA, 94592, USA.
| | - Jasmine Stompanato
- College of Pharmacy, Touro University California, 1310 Club Drive, Vallejo, CA, 94592, USA
| | - John Q Nguyen
- College of Pharmacy, Touro University California, 1310 Club Drive, Vallejo, CA, 94592, USA
| | - Mitchell J Barnett
- College of Pharmacy, Touro University California, 1310 Club Drive, Vallejo, CA, 94592, USA
| | - Eric J Ip
- Department of Medicine, Division of Primary Care and Population Health, Stanford University School of Medicine, Stanford, USA
- Kaiser Permanente Mountain View Medical Offices, 300 Pasteur Drive, Stanford, CA, 94305, USA
| | - Shadi Doroudgar
- College of Pharmacy, Touro University California, 1310 Club Drive, Vallejo, CA, 94592, USA
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Li DX, Ye W, Yang YL, Zhang L, Qian XJ, Jiang PH. Enhanced recovery nursing and mental health education on postoperative recovery and mental health of laparoscopic liver resection. World J Gastrointest Surg 2023; 15:1728-1738. [PMID: 37701692 PMCID: PMC10494595 DOI: 10.4240/wjgs.v15.i8.1728] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Revised: 06/09/2023] [Accepted: 07/11/2023] [Indexed: 08/25/2023] Open
Abstract
BACKGROUND Patients undergoing laparoscopic resection of liver metastases of colorectal cancer are prone to negative emotions and decrease of digestive function. Early nursing and psychological intervention are necessary. AIM To observe the effect of enhanced recovery nursing combined with mental health education on postoperative recovery and mental health of patients undergoing laparoscopic resection of liver metastases of colorectal cancer. METHODS One hundred and twenty patients who underwent laparoscopic resection of liver metastases of colorectal cancer at our hospital between March 2021 and March 2023, were selected as participants. The patients admitted from March 1, 2021 to February 28, 2022 were set as the control group, and they were given routine nursing combined with mental health education intervention. While the patients admitted from March 1, 2022 to March 31, 2023 were set as the observation group, they were given accelerated rehabilitation surgical nursing combined with mental health education intervention. The differences in postoperative recovery-related indices, complications and pain degrees, and mental health-related scores were compared between groups. The T lymphocyte subset levels of the two groups were also compared. RESULTS The postoperative exhaust, defecation, eating and drainage time of the observation group were shorter than those of the control group. The pain scores of the observation group were lower than those of the control group at 6, 12, 24, 48, and 72 h after surgery. The cumulative complication rate of the observation group was lower than that of the control group (P < 0.05). The CD4+/CD8+ in the observation group was higher than that in the control group 3 d after surgery (P < 0.05). After intervention, the self-rating depression scale, self-rating anxiety scale, avoidance dimension, and yielding dimension in Medical coping style (MCMQ) scores of the two groups were lower than those prior to intervention, and the scores in the observation group were lower than those in the control group (P < 0.05). The face dimension score in the MCMQ score was higher than that before intervention, and that of the observation group was higher than that of the control group (P < 0.05). After intervention, the total scores of the life function index scale (FLIC) and psychological well-being scores of cancer patients in the two groups, and the physical and social well-being scores in the observation group, were higher than those before intervention. The nursing satisfaction of the observation group was higher than that of the control group (P < 0.05). The physical, psychological, and social well-being, and the total FLIC scores of the observation group were higher than those in the control group after surgery (P < 0.05). CONCLUSION Enhanced recovery nursing combined with mental health education can promote the recovery of gastrointestinal function, improve the mental health and quality of life of patients after laparoscopic resection of colorectal cancer liver metastases, and reduce the incidence of complications.
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Affiliation(s)
- Dong-Xia Li
- Department of Pancreatic Hepatobiliary Surgery, Department of General Surgery, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
- Biomedical Innovation Center, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
| | - Wei Ye
- Biomedical Innovation Center, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
- Department of Orthopedics, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
| | - Yi-Lu Yang
- Biomedical Innovation Center, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
- Department of Orthopedics, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
| | - Lei Zhang
- Department of Pancreatic Hepatobiliary Surgery, Department of General Surgery, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
- Biomedical Innovation Center, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
| | - Xiang-Jun Qian
- Department of Pancreatic Hepatobiliary Surgery, Department of General Surgery, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
- Biomedical Innovation Center, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
| | - Ping-Hua Jiang
- Department of Pancreatic Hepatobiliary Surgery, Department of General Surgery, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
- Biomedical Innovation Center, The Sixth Affiliated Hospital, Sun Yat-sen University, Guangzhou 510655, Guangdong Province, China
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Rosenbaum LL, Bhakta S, Wilcox HC, Pas ET, Girgis K, DeVinney A, Hart LM, Murray SM. Cultural Adaptation of the teen Mental Health First Aid (tMHFA) Program from Australia to the USA. School Ment Health 2023; 15:1-19. [PMID: 37359156 PMCID: PMC10107592 DOI: 10.1007/s12310-023-09576-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/17/2023] [Indexed: 06/28/2023]
Abstract
teen Mental Health First Aid (tMHFA) is an evidence-based program developed in Australia that teaches young people in grades 10-12 how to identify and respond to signs of mental health challenges and crises among peers. Recognizing the growing adolescent mental health crisis in the USA, the National Council for Mental Wellbeing, in partnership with a Johns Hopkins University research team, used a multimethod research approach to adapt the program culturally and contextually from Australia to the USA. The goals of the study were to engage adolescents, MHFA instructors, and content area experts (N = 171) in a process to determine: how to retain the elements of the course that were evidence-based and effective while adapting the program for US students, what topics to add so US students have the essential information and skills teens needed to help a friend experiencing a mental health challenge or crisis, what changes to make to curriculum materials to ensure the style and delivery resonate with US students, and what tools to include so the program is implemented safely and with fidelity in diverse US schools. This paper outlines the adaptation process, including engaging participants, identifying key recommendations for modification, and making changes to the tMHFA program. The findings demonstrate the types of adaptations that may be needed to facilitate implementation and maintenance of program effectiveness when introducing tMHFA to new populations of students in the USA. In addition, the process outlined can be replicated toward this purpose as the program continues to expand both in the USA and in other countries.
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Affiliation(s)
- Lacey L. Rosenbaum
- Mental Health First Aid, National Council for Mental Wellbeing, Washington, DC USA
- Mental Health and Resilience Group, Cheverly, MD USA
- International Psychology Department, The Chicago School of Professional Psychology, Washington, DC USA
| | - Sanjana Bhakta
- Mental Health First Aid, National Council for Mental Wellbeing, Washington, DC USA
| | - Holly C. Wilcox
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD USA
| | - Elise T. Pas
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD USA
| | - Karen Girgis
- Mental Health First Aid, National Council for Mental Wellbeing, Washington, DC USA
| | - Aubrey DeVinney
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD USA
| | - Laura M. Hart
- Centre for Mental Health, Melbourne School of Population and Global Health, Melbourne, Australia
- School of Psychology and Public Health, Le Trobe University, Melbourne, Australia
| | - Sarah M. Murray
- Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD USA
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Papachristopoulos I, Sazakli E, Leotsinidis M. General practitioners' views towards management of common mental health disorders: Τhe critical role of continuing medical education. BMC Prim Care 2023; 24:63. [PMID: 36870977 DOI: 10.1186/s12875-023-02017-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Accepted: 02/23/2023] [Indexed: 03/06/2023]
Abstract
BACKGROUND The disability burden of common mental health disorders is enormous and should be faced at the first point of contact in the healthcare system. General Practitioners (GPs) are called to recognize, diagnose, and manage patients with mental health disorders, a task which is not always addressed successfully. The study aims at examining the relationship between mental health education of GPs and self-reported opinions on the care they provide to patients with mental disorders in Greece. METHODS A questionnaire investigating GPs' viewpoints regarding diagnostic methods, referral rates and overall management of patients with mental disorders, and how these are impacted by their education on mental health, was employed, in a randomly selected sample of 353 GPs in Greece. Suggestions and proposals about improvement of ongoing mental health training, along with organizational reforming were also recorded. RESULTS Received Continuing Medical Education (CME) is characterized as insufficient by 56.1% of the GPs. More than half of the GPs participate in clinical tutorials and mental health conferences once per three years or less. The level of educational score on mental health is associated positively with decisiveness on management of patients and increases self-confidence. A percentage of 77.6% states knowledge of the appropriate treatment and 56.1% agree to initiate treatment without referring to a specialist. However, low to moderate self-confidence about diagnosis and treatment is stated by 47.5%. According to GPs, critical points for improving mental health primary care are the liaison psychiatry and high degree of CME. CONCLUSION Greek GPs are calling for focused and continuing medical education, in the field of psychiatry, along with essential structural and organizational reforming of the healthcare system, including an efficient liaison psychiatry.
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Gao Q, Wei Y. Understanding the cultivation mechanism for mental health education of college students in campus culture construction from the perspective of deep learning. Curr Psychol 2023:1-18. [PMID: 37359675 PMCID: PMC9970862 DOI: 10.1007/s12144-023-04320-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/23/2023] [Indexed: 03/03/2023]
Abstract
Nowadays, there is an increase in attention to the college student's mental health, and to enhance the awareness related to college students' mental health, colleges and universities have executed an immense range of mental health publicity activities. In order to better combine deep learning with classroom teaching, this paper puts forward a deep learning algorithm formulated on convolutional neural networks. The purpose of this research is to investigate the development and use of a cultivation mechanism for mental health education of college students in campus culture creation from the perspective of deep learning. The study's primary goal is to comprehend college students' mental health training in campus culture creation. The study's objective is to develop experimental outcomes of college students utilizing mental health education courses as an optional or mandatory course. Finally, investigations related to college students' mental health from the current situation in China, the investigation, statistics and analysis related to the college students in China are carried out in this situation. The experimental results of this study show that 62 of the 156 schools and universities assessed provide courses on mental health education for college students that are both obligatory and optional. According to the students questionnaire survey, 86.7% of respondents believe that it is critical to establish mental health related educational courses, 61.9% believe that compulsory courses should be established, and students want to add group guidance or activities to the teaching process to improve their experience and participation.
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Affiliation(s)
- Qingsong Gao
- Nantong University Xinglin College, Nantong, 226019 China
| | - Yongxia Wei
- School of Pharmacy, Nantong University, Nantong, 226019 China
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Wang W, Song J, Fan C, Li Q, Ma D, Yin W. Cross-sectional study of factors affecting the receipt of mental health education in older migrants in China. BMC Public Health 2023; 23:376. [PMID: 36814209 PMCID: PMC9945688 DOI: 10.1186/s12889-023-15287-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Accepted: 02/17/2023] [Indexed: 02/24/2023] Open
Abstract
BACKGROUND Population migration in China has increasingly included middle-aged and older populations. Relatedly, the lack of mental health education among China's older migrants is still an important but neglected problem. This study aimed to understand the current situation of mental health education received by the older migrant population in China and to explore related influencing factors. METHODS This cross-sectional study included 5729 older migrants who participated in the 2017 China Migrants Dynamic Survey. The independent variables included four components: demographic and socioeconomic characteristics, migration factors, public health service utilization, and social integration factors. Data were analyzed using the chi-square test for single factors and a binary logistic regression model for multiple factors. RESULTS A total of 1749 older migrants received mental health education, for a receipt rate of 30.53%. Regression analysis showed that older migrant individuals who had an average monthly household income > 3000 CNY, self-rated their health as healthy, had chronic diseases, had heard of National Basic Public Health Services, had established health records, received ≥2 types of health education were willing to integrate into the local population, and were highly involved in the community were more likely to receive mental health education. Older migrants who were ≥ 70 years old, had an elementary school education or below, had difficulties in the local community, had migrated ≥11 years prior, moved for their offspring, and moved across provinces were less likely to receive mental health education. CONCLUSIONS The older migrant population does not receive sufficient mental health education. Mental health interventions should be tailored to the characteristics of older migrants to increase their mental health literacy and meet their psychological needs.
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Affiliation(s)
- Wanchen Wang
- grid.268079.20000 0004 1790 6079School of Public Health, Weifang Medical University, NO.7166, Baotong West Street, Weifang, Shandong China
| | - Jia Song
- grid.268079.20000 0004 1790 6079School of Management, Weifang Medical University, NO.7166, Baotong West Street, Weifang, Shandong China
| | - Chengxin Fan
- grid.268079.20000 0004 1790 6079School of Management, Weifang Medical University, NO.7166, Baotong West Street, Weifang, Shandong China
| | - Qiusha Li
- grid.268079.20000 0004 1790 6079School of Public Health, Weifang Medical University, NO.7166, Baotong West Street, Weifang, Shandong China
| | - Dongping Ma
- grid.268079.20000 0004 1790 6079School of Management, Weifang Medical University, NO.7166, Baotong West Street, Weifang, Shandong China
| | - Wenqiang Yin
- School of Management, Weifang Medical University, NO.7166, Baotong West Street, Weifang, Shandong, China.
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Crespo-Gonzalez C, Dineen-Griffin S, Rae J, Hill RA. Mental health training programs for community pharmacists, pharmacy staff and students: A systematic review. Res Social Adm Pharm 2022; 18:3895-3910. [PMID: 35778317 DOI: 10.1016/j.sapharm.2022.06.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Revised: 06/07/2022] [Accepted: 06/14/2022] [Indexed: 11/23/2022]
Abstract
BACKGROUND Primary care is often the first point of contact for people living with mental disorders. Community pharmacists, pharmacy staff and students are increasingly being trained to deliver mental health care. However, there is still a gap in the literature exploring the characteristics of all available mental health training programs and their components and their influence on pharmacists, pharmacy staff and students' outcomes. OBJECTIVES To summarize the evidence evaluating mental health training programs completed by community pharmacists, pharmacy staff and students. More specifically, to explore the components of mental health training programs and identify those that facilitate significant improvements in outcomes. METHODS A systematic review was conducted following the Cochrane handbook and reported according to PRISMA guidelines. A search for published literature was conducted in three databases (PubMed, Scopus, and Web of Science) in July 2021. Eligible studies were included if they described and evaluated the impact of mental health training programs delivered to community pharmacists, pharmacy staff and pharmacy students regardless of design or comparator. The methodological quality of included studies was appraised using both the NIH quality assessment, to evaluate studies with an uncontrolled pre-post design, and the Cochrane EPOC risk of bias assessment, to evaluate studies with a controlled (randomized and non-randomized) study design. RESULTS Thirty-three studies were included. Most of the identified mental health training programs contained knowledge-based components and active learning activities. Changes in participants' attitudes, stigma, knowledge, confidence and skills were frequently assessed. An extensive range of self-assessment and observational instruments used to evaluate the impact of the training programs were identified. Positive improvements in participants' attitudes, knowledge and stigma were frequently identified following participation in training programs. CONCLUSIONS This systematic review highlights the importance of mental health training programs in increasing pharmacists', pharmacy staff and pharmacy students' skills and confidence to deliver mental health care in community pharmacy. Future research should build upon this basis and further focus on finding the most efficient measures to evaluate these training programs and assess their long-term effectiveness, allowing comparison between programs.
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Affiliation(s)
- Carmen Crespo-Gonzalez
- School of Dentistry and Medical Sciences, Charles Sturt University, Panorama Avenue, Bathurst, New South Wales, Australia
| | - Sarah Dineen-Griffin
- School of Biomedical Sciences and Pharmacy, The University of Newcastle, University Drive, Callaghan, New South Wales, Australia
| | - John Rae
- School of Dentistry and Medical Sciences, Charles Sturt University, Panorama Avenue, Bathurst, New South Wales, Australia
| | - Rodney A Hill
- School of Biomedical Sciences, Charles Sturt University, Boorooma Street, Wagga Wagga, New South Wales, Australia.
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13
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McGarry D, Anderson J, Sweegers K. Presenting your lived experience of mental health issues to health professional students: Findings from rural and regional Australia. Contemp Nurse 2022; 58:365-376. [PMID: 35920298 DOI: 10.1080/10376178.2022.2109496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
BACKGROUND Introduction of mental health service users (consumers) and their family/carers to present within undergraduate health profession course delivery has become routine in many curriculums in Australia and overseas. Few studies have explored the expectations and perceptions of such presenters. OBJECTIVES This study reports the perceptions of nine carers and consumers in a regional Australian University. DESIGN A descriptive design was utilised. Participants were recruited via a consumer and carer support group. A semi-structured interview and thematic analysis of the data were used to generate themes. FINDINGS The analysis identified six common themes that addressed personal benefits, an imperative to increase the awareness of others, a desire to do something worthwhile, personal changing of perspectives, expectations of the presentation role and characteristics of the presenter. Several points of difference between presenters and non-presenters and issues relating to rural and regional settings were identified. CONCLUSIONS These findings suggest that people in rural and regional areas are more likely to participate when their life circumstances exhibit relative stability of employment as some feel this, for example, could be threatened by the stigma associated with mental health issues. The theme of 'expectations' adds to current knowledge, with presenter's expectations often being exceeded in terms of student attitudes across different study programs.
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Affiliation(s)
- Denise McGarry
- Lecturer, and Teaching Intensive Scholar, School of Nursing (Rozelle campus), College of Health and Medicine, University of Tasmania, Locked Bag 5052, Alexandria, NSW, 2015, Australia
| | - Judith Anderson
- Associate Professor, School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Bathurst, Australia
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14
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Sundari T, George AJ, Sinu E. Psychosocial Problems of Adolescent Girls during Menstruation. J Mental Health Educ 2022; 3:47-63. [PMID: 35722026 PMCID: PMC9202820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
AIM To study the psychosocial problems of adolescent girls during menstruation. METHODS Cross-sectional study was conducted in Chennai. Descriptive research design was used. Sample size: Sixty students were selected randomly by the teacher from Bhoodhur Govt high school, Sholavaram, Chennai and referred to researcher for the study purpose. Inclusion criteria: Adolescent girls who were aged 13-16 years and attained menarche. RESULTS Majority (71.7%) of adolescent girls belong to the age group of 14 - 15 years, 68% were in ninth standard. Nearly half of the respondents were using pads (45%) and clothes (42%) as absorbent, majority (65%) preferred to discuss about their menstrual problems with mother, 28% with friends about menarche, 7% do not discuss with anyone. Most of them (58%) as faced physical problems during menstruation such as pre-menstrual syndrome (55%), menorrhagia (12%), sleep disturbance (12%), body pain (68%), head ache (45%), leg pain (55%).Majority (67%) had psychological problems such as change in the mood (70%) irritability, (78%) restlessness, (63%) unstable mood, (58%) feeling stressed). One-third had faced psychosocial problems in terms of unaware of menarche before the onset (65%), 10% do not have privacy to change sanitary pad and do not know how to use pad, 32% faced restrictions during menarche. CONCLUSION Mental health education of adolescent girls is essential to deal with psychosocial problems related to menstruation.
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Affiliation(s)
- Thirupura Sundari
- Former Social Worker, Bala Mandir Educational Trust, Chennai, Tamil Nadu
| | - Alfred J George
- Senior Technical Officer, Kerala State Commission for Protection of Child Rights, Thiruvanthapuram, Kerala
| | - E Sinu
- Associate Professor, Department of Psychiatric Social Work, NIMHANS, Bangalore, Karnataka
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15
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Ferrara P, Terzoni S, Ruta F, Poggi AD, Destrebecq A, Gambini O, D'agostino A. Nursing students' attitudes towards suicide and suicidal patients: A multicentre cross-sectional survey. Nurse Educ Today 2022; 109:105258. [PMID: 34968930 DOI: 10.1016/j.nedt.2021.105258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 12/01/2021] [Accepted: 12/20/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Education of nursing students can be a valuable resource in contributing to suicide prevention in mental health service users. The evaluation of students' attitudes towards a complex clinical issue is an important aspect of education that can expand traditional paths to acquisition of competence. Thus far, very few studies investigated attitudes towards suicidal risk among nursing students, and no data are available on Italian settings. OBJECTIVES The aim of this study was to explore nursing students' attitudes towards suicidal risk across the Nursing schools in three Italian universities. DESIGN Multicentre cross-sectional survey incorporating a before-after design. SETTING AND PARTICIPANTS A non-randomized sample of nursing students of the bachelor's degree in Nursing in three University hospitals was recruited. METHODS Nursing students completed "Suicide Behaviour Attitude questionnaire-Italian version" (SBAQ-ita scale); second-year nursing students of the University of Milan completed the scale before (T0) and 2 months after (T1) a specific lecture on suicide and suicidal risk. RESULTS Three hundred and fourteen students were enrolled (response rate 76.77%). The overall score of sample attitudes had a Median (Me) of 3.5[2.5;4] for the domain "Feeling towards the patient", 3[2;4] for the domains "Professional ability", 5[3;7] for the domain "Right to suicide", 5[4;6] for the domain "Knowledge". Improved median score regarding the domain "Professional ability" (0.015), and decreased median score on the "Knowledge" (0.021) domain were observed at T1. CONCLUSIONS The study highlights the impact of an educational intervention on nursing students' attitudes, supporting its implementation to improve academic education programmes.
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Affiliation(s)
- Paolo Ferrara
- San Paolo Bachelor School of Nursing, University of Milan, San Paolo Teaching Hospital, Asst Santi Paolo e Carlo. Via Ovada, 26, 20142 Milan, Italy.
| | - Stefano Terzoni
- San Paolo Bachelor School of Nursing, University of Milan, San Paolo Teaching Hospital, Asst Santi Paolo e Carlo. Via Ovada, 26, 20142 Milan, Italy.
| | - Federico Ruta
- University of Foggia, ASL BAT. Viale Ippocrate 11, 76121, Italy
| | - Alessandro Delli Poggi
- Department of Surgical Sciences, University of Rome - La Sapienza, Viale del Policlinico, 155, 00161 Rome, Italy.
| | - Anne Destrebecq
- Nursing, University of Milan, Dept. of Biomedical Sciences for Health, Via Ovada, 26, 20142 Milan, Italy.
| | - Orsola Gambini
- Associate Professor of Psychiatry, Department of Biomedical Sciences for Health, University of Milan. Via A. di Rudinì 8, 20142 Milan, Italy.
| | - Armando D'agostino
- Department of Biomedical Sciences for Health, University of Milan, Via A. di Rudinì 8, 20142 Milan, Italy.
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16
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Milbourn B, Black MH, Afsharnejad B, Snyman Z, Baker-Young E, Thompson C, McGarry S, Scott M, Clifford R, Zimmermann F, Kacic V, Hasking P, Romanos M, Bölte S, Girdler S. The "Talk-to-Me" MOOC intervention for suicide prevention and mental health education among tertiary students: Protocol of a multi-site cross-over randomised controlled trial. Contemp Clin Trials 2021; 112:106645. [PMID: 34861409 DOI: 10.1016/j.cct.2021.106645] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Revised: 11/22/2021] [Accepted: 11/27/2021] [Indexed: 01/04/2023]
Abstract
INTRODUCTION Mental health problems are common among tertiary education students, with concerning levels of suicide ideation frequently observed in this population. There is a need for evidence-based mental health education and suicide prevention programs designed to meet the specific needs of these students. The "Talk-to-Me" Mass Open Online Course (MOOC) is a strengths-based mental health education program underpinned by a six-phase model for managing a suicidal crisis. METHODS To evaluate the efficacy of the "Talk-to-Me" MOOC in improving student knowledge of appropriate responses to suicide crisis via a randomised control trial (RCT) comparing tertiary education health science and education students attending the program to a waitlist control group. Overall, 170 will be screened and randomly allocated to either the "Talk-to-Me" MOOC or a waitlist control group, with data collection occurring at three-time points (baseline, 10-weeks and 24-weeks from baseline) over one year. The primary outcome will be participants' knowledge and responses to suicidal statements as measured by the Suicide Intervention Response Inventory. Secondary outcomes will be knowledge of mental health and coping skills as well as the overall utility of the program. CONCLUSIONS This pragmatic RCT will demonstrate the efficacy of the "Talk-to-Me" MOOC in improving the students' ability to respond to suicidal and mental health concerns compared to the waitlist group. This design will enable rigorous evaluation of the "Talk-to-Me" MOOC, contributing to a greater understanding of the online-delivered safe-paced suicide prevention programs for tertiary students. Australian New Zealand Clinical Trials Registry (ANZCTR): #12619000630112.
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Affiliation(s)
- Ben Milbourn
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Melissa H Black
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Bahareh Afsharnejad
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Zelma Snyman
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Ellie Baker-Young
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
| | - Craig Thompson
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Sarah McGarry
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Melissa Scott
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
| | - Rhonda Clifford
- Faculty of Health and Medical Sciences, The University of Western Australia, Perth, Australia.
| | - Frank Zimmermann
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia; Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Germany
| | - Viktor Kacic
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia; Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Germany.
| | | | - Marcel Romanos
- University Hospital Würzburg, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Würzburg, Germany.
| | - Sven Bölte
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia; Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden; Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.
| | - Sonya Girdler
- School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia.
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17
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Abstract
Simulation-based medical education (SBME) provides experiential learning for medical trainees without any risk of harm to patients. Simulation is now included in most medical school and residency curricula. In psychiatric education, simulation programs are rapidly expanding and innovating. Major applications of SBME in psychiatry include achieving close observation of trainees with patients, preparing trainees for unstable patient scenarios, and exposing trainees to a broader range of psychopathology. This review article covers the history of SBME, simulation modalities, current use of SBME in psychiatry, a case study from one institution, and recommendations for incorporating simulation in psychiatry education.
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Affiliation(s)
- Shannon R McGue
- College of Medicine, Medical University of South Carolina, 96 Jonathan Lucas Street, Suite 812, MSC 623, Charleston, SC 29425, USA
| | - Christine M Pelic
- Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina, 67 President Street, MSC 861, Charleston, SC 29425, USA; Ralph H. Johnson VA Medical Center, 109 Bee Street, Charleston, SC 29401, USA
| | - Austin McCadden
- College of Medicine, Medical University of South Carolina, 96 Jonathan Lucas Street, Suite 812, MSC 623, Charleston, SC 29425, USA
| | - Christopher G Pelic
- Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina, 67 President Street, MSC 861, Charleston, SC 29425, USA.
| | - A Lee Lewis
- Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina, 67 President Street, MSC 861, Charleston, SC 29425, USA
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Gayed A, Kugenthiran N, LaMontagne AD, Christensen H, Glozier N, Harvey SB. Can an online mental health training program improve physician supervisors' behaviour towards trainees? Intern Med J 2021; 51:1441-1449. [PMID: 33465270 DOI: 10.1111/imj.15207] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 01/14/2021] [Accepted: 01/14/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Physician trainees have elevated rates of psychological distress, mental disorders and suicide. Physician supervisors can support the mental health needs of trainees. AIM To test the feasibility and acceptability of a tailored online mental health training program and ascertain the potential effectiveness of the program to alter the confidence and behaviours of physician supervisors. METHODS Thirty Australian hospital-based physicians who were supervising physician trainees, participated in this quasi-experimental pre-post pilot study. All received the intervention which comprised twelve 5-minute modules to complete over a 3-week period. Baseline and post-intervention data were collected. The primary outcome evaluated participants' confidence to respond to trainees experiencing mental ill-health and promote a mentally healthy workplace. Secondary outcomes evaluated change in self-reported behaviour, mental health knowledge and stigmatising attitudes. Differences in mean scale scores for each outcome measure from baseline and post-intervention were compared using paired sample t-tests. RESULTS Thirty physicians completed the baseline assessment, and 23 (76.7%) completed all program modules. Most participants found the program engaging, interesting and useful. Post-intervention data, available for 25 (83.3%) participants, showed a significant increase in participants' knowledge of their role in supporting trainees under their supervision (p=0.002), confidence to initiate conversations about mental health with staff (p<0.001), and application of preventive and responsive supervisory behaviours to support the mental health needs of those they supervise (p<0.001). CONCLUSIONS This online mental health training program for physician supervisors was feasible and associated with improved confidence and behaviour to support the mental health needs of trainees they supervised. This article is protected by copyright. All rights reserved.
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Affiliation(s)
- Aimee Gayed
- Postdoctoral Research Fellow at the Black Dog Mental Health Institute, University of New South Wales, Sydney, Australia
| | - Nathasha Kugenthiran
- Research Officer at the Black Dog Mental Health Institute, University of New South Wales, Sydney, Australia
| | - Anthony D LaMontagne
- Professor of Work, Health and Wellbeing at the Institute for Health Transformation, School of Health & Social Development, Deakin University, Geelong, Victoria, Australia; and Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, Australia
| | - Helen Christensen
- Scientia Professor, Director and Chief Scientist at the Black Dog Mental Health Institute, University of New South Wales, Sydney, Australia.,Professor of Mental Health at University of New South Wales, Sydney, Australia
| | - Nick Glozier
- Professor of Psychological Medicine at the Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Samuel B Harvey
- Associate Professor and Director of Discovery at the Black Dog Mental Health Institute, University of New South Wales, Sydney, Australia
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Soklaridis S, de Bie A, Cooper RB, McCullough K, McGovern B, Beder M, Bellissimo G, Gordon T, Berkhout S, Fefergrad M, Johnson A, Kalocsai C, Kidd S, McNaughton N, Ringsted C, Wiljer D, Agrawal S. Co-producing Psychiatric Education with Service User Educators: a Collective Autobiographical Case Study of the Meaning, Ethics, and Importance of Payment. Acad Psychiatry 2020; 44:159-167. [PMID: 31873923 PMCID: PMC7078174 DOI: 10.1007/s40596-019-01160-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2019] [Accepted: 11/26/2019] [Indexed: 05/25/2023]
Abstract
OBJECTIVE Co-production involves service providers and service users collaborating to design and deliver services together and is gaining attention as a means to improve provision of care. Aiming to extend this model to an educational context, the authors assembled a diverse group to develop co-produced education for psychiatry residents and medical students at the University of Toronto over several years. The authors describe the dynamics involved in co-producing psychiatric education as experienced in their work. METHODS A collaborative autobiographical case study approach provides a snapshot of the collective experiences of working to write a manuscript about paying service users for their contributions to co-produced education. Data were collected from two in-person meetings, personal communications, emails, and online comments to capture the fullest possible range of perspectives from the group about payment. RESULTS The juxtaposition of the vision for an inclusive process against the budgetary constraints that the authors faced led them to reflect deeply on the many meanings of paying service user educators for their contributions to academic initiatives. These reflections revealed that payment had implications at personal, organizational, and social levels. CONCLUSION Paying mental health service user educators for their contributions is an ethical imperative for the authors. However, unless payment is accompanied by other forms of demonstrating respect, it aligns with organizational structures and practices, and it is connected to a larger goal of achieving social justice, the role of service users as legitimate knowers and educators and ultimately their impact on learners will be limited.
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Affiliation(s)
| | | | | | | | - Brenda McGovern
- , 1353 Danforth Ave, suite #2, Toronto, M4J 1N1, Ontario, Canada
| | - Michaela Beder
- University of Toronto, Toronto, ON, Canada
- Unity Health Toronto, Toronto, ON, Canada
| | - Gail Bellissimo
- , 2548 Strathmore Crescent, Mississauga, L5M 5L1, Ontario, Canada
| | - Tucker Gordon
- The Centre for Addiction and Mental Health, Toronto, ON, Canada
| | | | | | - Andrew Johnson
- The Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Csilla Kalocsai
- The Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Sean Kidd
- The Centre for Addiction and Mental Health, Toronto, ON, Canada
| | | | | | | | - Sacha Agrawal
- The Centre for Addiction and Mental Health, Toronto, ON, Canada
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20
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Las Hayas C, Izco-Basurko I, Fullaondo A, Gabrielli S, Zwiefka A, Hjemdal O, Gudmundsdottir DG, Knoop HH, Olafsdottir AS, Donisi V, Carbone S, Rizzi S, Mazur I, Krolicka-Deregowska A, Morote R, Anyan F, Ledertoug MM, Tange N, Kaldalons I, Jonsdottir BJ, González-Pinto A, Vergara I, González N, Mar Medina J, de Manuel Keenoy E. UPRIGHT, a resilience-based intervention to promote mental well-being in schools: study rationale and methodology for a European randomized controlled trial. BMC Public Health 2019; 19:1413. [PMID: 31664974 PMCID: PMC6820972 DOI: 10.1186/s12889-019-7759-0] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2019] [Accepted: 10/07/2019] [Indexed: 12/01/2022] Open
Abstract
BACKGROUND Adolescence is crucial period for laying the foundations for healthy development and mental well-being. The increasing prevalence of mental disorders amongst adolescents makes promotion of mental well-being and prevention interventions at schools important. UPRIGHT (Universal Preventive Resilience Intervention Globally implemented in schools to improve and promote mental Health for Teenagers) is designed as a whole school approach (school community, students and families) to promote a culture of mental well-being and prevent mental disorders by enhancing resilience capacities. The present article aims at describing the rationale, conceptual framework, as well as methodology of implementation and evaluation of the UPRIGHT intervention. METHODS UPRIGHT project is a research and innovation project funded by the European Union's Horizon 2020 Research and Innovation programme under grant agreement No. 754919 (Duration: 48 months). The theoretical framework has been developed by an innovative and multidisciplinary approach using a co-creation process inside the UPRIGHT Consortium (involving seven institutions from Spain, Italy, Poland, Norway, Denmark, and Iceland). Resulted is the UPRIGHT programme with 18 skills related to 4 components: Mindfulness, Coping, Efficacy and Social and Emotional Learning. Among the five Pan-European regions, 34 schools have been currently involved (17 control; 17 intervention) and around 6000 adolescents and their families are foreseen to participate along a 3-year period of evaluation. Effectiveness of the intervention will be evaluated as a randomized controlled trial including quantitative and qualitative analysis in the five Pan-European regions representative of the cultural and socioeconomic diversity. The cost-effectiveness assessment will be performed by simulation modelling methods. DISCUSSION We expect a short- to medium-term improvement of mental well-being in adolescents by enhancing resilience capacities. The study may provide robust evidence on intrapersonal, familiar and social environmental resilience factors promoting positive mental well-being. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT03951376 . Registered 15 May 2019.
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Affiliation(s)
- Carlota Las Hayas
- Kronikgune Institute for Health Services Research, Torre del BEC, Ronda de Azkue 1, 48902, Barakaldo, Bizkaia, Basque Country, Spain.
| | - Irantzu Izco-Basurko
- Kronikgune Institute for Health Services Research, Torre del BEC, Ronda de Azkue 1, 48902, Barakaldo, Bizkaia, Basque Country, Spain
| | - Ane Fullaondo
- Kronikgune Institute for Health Services Research, Torre del BEC, Ronda de Azkue 1, 48902, Barakaldo, Bizkaia, Basque Country, Spain
| | | | - Antoni Zwiefka
- Lower Silesia Voivodeship Marshal Office, Wrocław, Poland
| | - Odin Hjemdal
- Norwegian University of Science and Technology, Trondheim, Norway
| | | | | | | | | | | | | | - Iwona Mazur
- Daily Centre for Psychiatry and Speech Disorders, Wrocław, Poland
- Wroclaw Medical University, Wrocław, Poland
| | | | - Roxanna Morote
- Norwegian University of Science and Technology, Trondheim, Norway
| | - Frederick Anyan
- Norwegian University of Science and Technology, Trondheim, Norway
| | | | | | | | | | - Ana González-Pinto
- University Hospital Alava-Santiago, Spanish Society of Biological Psychiatry (CIBERSAM), Vitoria, Spain
| | | | - Nerea González
- Kronikgune Institute for Health Services Research, Torre del BEC, Ronda de Azkue 1, 48902, Barakaldo, Bizkaia, Basque Country, Spain
- Hospital Galdakao-Usansolo, Health Services Research on Chronic Patients Network- REDISSEC, Galdakao, Spain
| | | | - Esteban de Manuel Keenoy
- Kronikgune Institute for Health Services Research, Torre del BEC, Ronda de Azkue 1, 48902, Barakaldo, Bizkaia, Basque Country, Spain
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Gayed A, Tan L, LaMontagne AD, Milner A, Deady M, Milligan-Saville JS, Madan I, Calvo RA, Christensen H, Mykletun A, Glozier N, Harvey SB. A comparison of face-to-face and online training in improving managers' confidence to support the mental health of workers. Internet Interv 2019; 18:100258. [PMID: 31890611 PMCID: PMC6926278 DOI: 10.1016/j.invent.2019.100258] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Revised: 06/13/2019] [Accepted: 07/04/2019] [Indexed: 11/26/2022] Open
Abstract
BACKGROUND In recognition of the important role managers play in the well-being of the staff they supervise, many workplaces are implementing specialised training for leaders to help them better understand and support the mental health needs of their staff. This training can be delivered through face-to-face or online training sessions. Evaluation of such programs have found positive results for each format when compared to a control group, but to date, face-to-face and online manager mental health training have not been compared with one another. AIMS This study brings together results from two trials evaluating the same program content, each employing a different mode of content delivery. Both types of training aimed to change managers' confidence to better support the mental health needs of the staff they supervise. METHODS Utilising data derived from two previously conducted trials, mean change in manager confidence from baseline at both post-intervention and follow-up were examined for each method of content delivery. An identical way of measuring confidence was used in each study. RESULTS Managers' confidence improved from baseline with both methods of training. A greater change was observed with face-to-face training than for online, although both methods had sustained improvement over time. Analyses indicate that at follow-up, improvements in confidence were significant for both face-to-face (t 18 = 5.99; P < .001) and online training (t 39 = 3.85; P < .001). Analyses focused on managers who fully completed either type of training indicated very similar impacts for face-to-face and online training. CONCLUSIONS Both face-to-face and online delivery of manager mental health training can significantly improve managers' confidence in supporting the mental health needs of their staff. This change is sustained over various follow-up periods. However, lower retention rates common in online training reduce the relative effect of this method of delivery.
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Affiliation(s)
- Aimée Gayed
- School of Psychiatry, University of New South Wales, Sydney, Australia,Black Dog Institute, Faculty of Medicine, University of New South Wales, Sydney, Australia,Corresponding author at: School of Psychiatry, University of New South Wales, Black Dog Institute, Hospital Road, Randwick, NSW 2031, Australia.
| | - Leona Tan
- Black Dog Institute, Faculty of Medicine, University of New South Wales, Sydney, Australia
| | - Anthony D. LaMontagne
- Centre for Population Health Research, Deakin University, Geelong, Victoria, Australia,School of Population and Global Health, The University of Melbourne, Melbourne, Australia
| | - Allison Milner
- School of Population and Global Health, The University of Melbourne, Melbourne, Australia
| | - Mark Deady
- Black Dog Institute, Faculty of Medicine, University of New South Wales, Sydney, Australia
| | | | - Ira Madan
- Occupational Health Department, The Education Centre, Guy's and St Thomas' NHS Trust, London, UK,Department of Population Health Sciences, King's College London, London, UK
| | - Rafael A. Calvo
- Dyson School of Design Engineering, Imperial College London, London, UK,School of Electrical and Information Engineering, University of Sydney, Sydney, Australia
| | - Helen Christensen
- Black Dog Institute, Faculty of Medicine, University of New South Wales, Sydney, Australia
| | - Arnstein Mykletun
- School of Psychiatry, University of New South Wales, Sydney, Australia,Department of Mental Health and Suicide, Norwegian Institute of Public Health, Oslo, Norway,Department of Community Medicine, University of Tromsø, Tromsø, Norway,Centre for Work and Mental Health, Nordland Hospital Trust, Bodø, Norway,Centre for Research and Education in Forensic Psychiatry and Psychology, Haukeland University Hospital, Bergen, Norway
| | - Nicholas Glozier
- Brain and Mind Centre & Central Clinical School, Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Samuel B. Harvey
- Black Dog Institute, Faculty of Medicine, University of New South Wales, Sydney, Australia
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Abstract
OBJECTIVES Direct care providers (DCWs) spend the most time with clients in the home, and as such, play an integral role in identifying mental health problems. However, DCWs receive little preparation in mental health and there is little research regarding their role in the mental health care of clients. The purpose of this study was to explore DCWs' knowledge, attitudes, and experiences of caring for clients with mental health problems from the perspectives of DCWs and key administrators (KAs). METHOD Mixed method design. Structured interviews were conducted with DCWs. Focus groups were conducted with KAs. RESULTS Twenty-nine DCWs and 12 KAs took part in the study. Loneliness and memory problems in clients were the most prevalent challenges identified by DCWs. DCWs' self-reported mental health knowledge was mid to high across all domains, although they had many misconceptions about mental health and aging. Helpful strategies in working with clients included communication skills, rapport-building, behavioral, cognitive, emotion-regulation, and making use of external resources. KAs noted individual differences in DCWs' mental health knowledge and indicated that mental health issues were often viewed by DCWs as dispositional problems or a normal part of aging. KAs viewed DCWs' greatest challenges as personalizing difficult client behaviors, lack of knowledge about how to manage specific behaviors, and difficulties managing their own emotions towards clients. CONCLUSION Data from this study suggest important areas for DCW development. However, system issues that affect DCWs such as workload, resources, mental health stigma, and diverse client populations should be addressed concurrently.
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Affiliation(s)
- Candace Konnert
- a Department of Psychology , University of Calgary , T2N 1N4 , Calgary , Alberta , Canada
| | - Vivian Huang
- b Department of Psychology , Ryerson University , M5B 2K3 , Toronto , Ontario , Canada
| | - Barbara Pesut
- c School of Nursing , University of British Columbia , V1V 1V7 , Kelowna , British Columbia , Canada
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Mehrotra K, Chand P, Bandawar M, Rao Sagi M, Kaur S, G A, Raj A, Jain S, Komaromy M, Murthy P, Arora S. Effectiveness of NIMHANS ECHO blended tele-mentoring model on Integrated Mental Health and Addiction for counsellors in rural and underserved districts of Chhattisgarh, India. Asian J Psychiatr 2018; 36:123-127. [PMID: 30086513 DOI: 10.1016/j.ajp.2018.07.010] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/21/2018] [Revised: 07/02/2018] [Accepted: 07/17/2018] [Indexed: 11/30/2022]
Abstract
The present study was conducted to ascertain the effectiveness of Project ECHO, a Hub and Spokes tele-mentoring model to bridge the urban-rural divide in mental health and addiction care in the context of a developing country like India. The Counsellors from 11 rural and underserved districts of Chhattisgarh were periodically connected to NIMHANS multidisciplinary specialists by smartphone app and underwent virtual mentoring to learn and translate "best practices" in Mental health and Addiction by using "patient-centric learning", a core component of NIMHANS ECHO model. The outcome evaluation was modelled on Moore's evaluation framework focusing on participant engagement, satisfaction, learning, competence and performance. Over the period of 6 months i.e. 12 tele-ECHO clinics, 41 patients case summaries were discussed by the Counsellors with NIMHANS Hub Specialists. Half of the counsellors could join >80% clinics and overall there were no drop-outs. There was a significant increase in learning and self-confidence after six months. The participants liked "relevance of the courses to clinical practices". "group based discussions" and "a reduction in professionals isolation". The results indicate promise of the NIMHANS ECHO tele-mentoring model as one with potential for capacity-building in mental health and addiction for remote and rural areas by leveraging technology.
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Affiliation(s)
- Kanika Mehrotra
- Virtual Knowledge Network, Centre for Addiction Medicine, Department of Psychiatry, National Institute of Mental Health and Neurosciences, India
| | - Prabhat Chand
- Virtual Knowledge Network, Centre for Addiction Medicine, Department of Psychiatry, National Institute of Mental Health and Neurosciences, India.
| | - Mrunal Bandawar
- Virtual Knowledge Network, Centre for Addiction Medicine, Department of Psychiatry, National Institute of Mental Health and Neurosciences, India
| | - Mallikarjun Rao Sagi
- Virtual Knowledge Network, Centre for Addiction Medicine, Department of Psychiatry, National Institute of Mental Health and Neurosciences, India
| | - Sandeepa Kaur
- Virtual Knowledge Network, Centre for Addiction Medicine, Department of Psychiatry, National Institute of Mental Health and Neurosciences, India
| | - Aurobind G
- Virtual Knowledge Network, Centre for Addiction Medicine, Department of Psychiatry, National Institute of Mental Health and Neurosciences, India
| | - Aravind Raj
- Virtual Knowledge Network, Centre for Addiction Medicine, Department of Psychiatry, National Institute of Mental Health and Neurosciences, India
| | - Sumi Jain
- State Health Society, Chhattisgarh, India
| | - Miriam Komaromy
- Project ECHO, University of New Mexico Health Science Centre, Albuquerque, United States
| | - Pratima Murthy
- Virtual Knowledge Network, Centre for Addiction Medicine, Department of Psychiatry, National Institute of Mental Health and Neurosciences, India
| | - Sanjeev Arora
- Project ECHO, University of New Mexico Health Science Centre, Albuquerque, United States
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Gayed A, Bryan BT, Petrie K, Deady M, Milner A, LaMontagne AD, Calvo RA, Mackinnon A, Christensen H, Mykletun A, Glozier N, Harvey SB. A protocol for the HeadCoach trial: the development and evaluation of an online mental health training program for workplace managers. BMC Psychiatry 2018; 18:25. [PMID: 29378536 PMCID: PMC5789544 DOI: 10.1186/s12888-018-1603-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/28/2017] [Accepted: 01/11/2018] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Within high income countries, mental health is now the leading cause of long term sickness absence in the workplace. Managers are in a position to make changes and decisions that have a positive effect on the wellbeing of staff, the recovery of employees with mental ill health, and potentially prevent future mental health problems. However, managers report addressing workplace mental health issues as challenging. The aim of the HeadCoach trial is to evaluate the effectiveness of a newly developed online training intervention to determine whether it is able to build managers' confidence to better support individuals within their teams who are experiencing mental ill health, and the confidence to promote manager behaviour likely to result in a more mentally healthy workplace. METHODS/DESIGN We will conduct a cluster randomised control trial (RCT) to evaluate the effect of HeadCoach, an online training intervention for managers with a focus on the mental health of their employees, compared to a waitlist control. The target sample is 168 managers, and their direct employees. Managers and employees will be assessed at baseline and at 4-month follow up. Managers will have an additional, intermediate assessment 6-weeks post-baseline. The primary outcome is change from baseline in managers' self-reported confidence when dealing with mental health issues within their team and promoting a mentally healthy workplace. The difference between the intervention and waitlist control groups will be assessed using linear mixed effects repeated measures (MMRM) analysis of variance (ANOVA). Secondary managerial outcomes include mental health literacy, attitudes towards mental health issues in the workplace and managerial behaviour in dealing with mental health matters with their staff. Employee outcomes will be perceived level of manager support, engagement, psychological distress, and rates of sickness absence and presenteeism. DISCUSSION To our knowledge this will be the first RCT of a purely online training intervention developed specifically for managers that promotes confidence to both support staff experiencing mental ill health and create a mentally healthy work environment. If successful, this intervention has the potential to provide an effective and efficient method of training managers in workplace mental health and to enhance employee wellbeing. TRIAL REGISTRATION Australian and New Zealand Clinical Trials Registry ACTRN12617000279325.
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Affiliation(s)
- Aimée Gayed
- School of Psychiatry, University of New South Wales, Randwick, Australia.
| | - Bridget T. Bryan
- 0000 0004 4902 0432grid.1005.4School of Psychiatry, University of New South Wales, Randwick, Australia ,0000 0001 0640 7766grid.418393.4Black Dog Institute, Randwick, NSW Australia
| | - Katherine Petrie
- 0000 0004 4902 0432grid.1005.4School of Psychiatry, University of New South Wales, Randwick, Australia ,0000 0001 0640 7766grid.418393.4Black Dog Institute, Randwick, NSW Australia
| | - Mark Deady
- 0000 0004 4902 0432grid.1005.4School of Psychiatry, University of New South Wales, Randwick, Australia ,0000 0001 0640 7766grid.418393.4Black Dog Institute, Randwick, NSW Australia
| | - Allison Milner
- 0000 0001 2179 088Xgrid.1008.9School of Population and Global Health, The University of Melbourne, Melbourne, Australia
| | - Anthony D. LaMontagne
- 0000 0001 2179 088Xgrid.1008.9School of Population and Global Health, The University of Melbourne, Melbourne, Australia ,0000 0001 0526 7079grid.1021.2Centre for Population Health Research, Deakin University, Geelong, VIC Australia
| | - Rafael A. Calvo
- 0000 0004 1936 834Xgrid.1013.3School of Electrical and Information Engineering, University of Sydney, Sydney, Australia
| | - Andrew Mackinnon
- 0000 0001 0640 7766grid.418393.4Black Dog Institute, Randwick, NSW Australia ,0000 0001 2179 088Xgrid.1008.9Centre for Mental Health, University of Melbourne, Melbourne, Australia
| | - Helen Christensen
- 0000 0001 0640 7766grid.418393.4Black Dog Institute, Randwick, NSW Australia
| | - Arnstein Mykletun
- 0000 0004 4902 0432grid.1005.4School of Psychiatry, University of New South Wales, Randwick, Australia ,0000 0001 1541 4204grid.418193.6Department of Mental Health and Suicide, Norwegian Institute of Public Health, Oslo, Norway ,0000000122595234grid.10919.30Department of Community Medicine, University of Tromsø, Tromsø, Norway ,grid.420099.6Centre for Work and Mental Health, Nordland Hospital Trust, Bodø, Norway ,0000 0000 9753 1393grid.412008.fCentre for Research and Education in Forensic Psychiatry and Psychology, Haukeland University Hospital, Bergen, Norway
| | - Nicholas Glozier
- 0000 0004 1936 834Xgrid.1013.3Brain and Mind Centre, Sydney Medical School , University of Sydney, Australia
| | - Samuel B. Harvey
- 0000 0004 4902 0432grid.1005.4School of Psychiatry, University of New South Wales, Randwick, Australia ,0000 0001 0640 7766grid.418393.4Black Dog Institute, Randwick, NSW Australia
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Jung H, von Sternberg K, Davis K. Expanding a measure of mental health literacy: Development and validation of a multicomponent mental health literacy measure. Psychiatry Res 2016; 243:278-86. [PMID: 27423635 DOI: 10.1016/j.psychres.2016.06.034] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2015] [Revised: 06/05/2016] [Accepted: 06/19/2016] [Indexed: 10/21/2022]
Abstract
Mental health literacy (MHL) is an important factor in mental health care. However, few measures are available that assess multiple components of MHL and that are applicable to lay community people. A valid, comprehensive measure is needed to adequately identify the level of MHL and need for mental health education. This study presents the development of a multicomponent MHL measure and its psychometric properties. Participants (n=211) were recruited from a local public housing authority in Texas. A series of an exploratory factor analysis, a confirmatory factor analysis, an independent sample t-test, and a correlation analysis were used to assess construct, known-groups, and concurrent validity. Internal consistency reliability was examined by Kuder-Richardson Formula 20. The result suggested a second-order factor model by three first-order factors: knowledge-oriented MHL; beliefs-oriented MHL; resource-oriented MHL. This measure was a valid tool to assess MHL among public housing staff. This measure can be useful in examining lay community members' levels of MHL.
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Affiliation(s)
- Hyejin Jung
- The Institute for Urban Policy Research & Analysis, University of Texas at Austin, Austin, TX, USA; School of Social Work, University of Texas at Austin, Austin, TX, USA; Department of Social Work, University of Texas at El Paso, El Paso, TX, USA.
| | | | - King Davis
- The Institute for Urban Policy Research & Analysis, University of Texas at Austin, Austin, TX, USA; School of Social Work, University of Texas at Austin, Austin, TX, USA
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26
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Nakash O, Razon L, Levav I. Primary mental health prevention themes in published research and academic programs in Israel. Isr J Health Policy Res 2015; 4:3. [PMID: 25973175 PMCID: PMC4429361 DOI: 10.1186/2045-4015-4-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2014] [Accepted: 12/30/2014] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND The World Health Organization Comprehensive Mental Health Action Plan (CMHAP) 2013-2020 proposes the implementation of primary prevention strategies to reduce the mental health burden of disease. The extent to which Israeli academic programs and published research adhere to the principles spelled out by the CMHAP is unknown. OBJECTIVE To investigate the presence of mental health primary prevention themes in published research and academic programs in Israel. METHODS We searched for mental health primary prevention themes in: (1) three major journals of psychiatry and social sciences during the years 2001-2012; (2) university graduate programs in psychology, social work and medicine in leading universities for the academic year of 2011-2012; and (3) doctoral and master's theses approved in psychology and social work departments in five universities between the years 2007-2012. We used a liberal definition of primary prevention to guide the above identification of themes, including those related to theory, methods or research information of direct or indirect application in practice. RESULTS Of the 934 articles published in the three journals, 7.2%, n = 67, addressed primary prevention. Of the 899 courses in the 19 graduate programs 5.2%, n = 47, elective courses addressed primary prevention. Of the 1960 approved doctoral and master's theses 6.2%, n = 123, addressed primary prevention. Only 11 (4.7%) articles, 5 (0.6%) courses, and 5 (0.3%) doctoral and master's theses addressed primary prevention directly. CONCLUSIONS The psychiatric reform currently implemented in Israel and WHO CMHAP call for novel policies and course of action in all levels of prevention, including primary prevention. Yet, the latter is rarely a component of mental health education and research activities. The baseline we drew could serve to evaluate future progress in the field.
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Affiliation(s)
- Ora Nakash
- />School of Psychology, Interdisciplinary Center (IDC), P.O. Box 167, Herzliya, 46150 Israel
| | - Liat Razon
- />School of Psychology, Interdisciplinary Center (IDC), P.O. Box 167, Herzliya, 46150 Israel
| | - Itzhak Levav
- />Department of Community Mental Health, Faculty of Social Welfare & Health Sciences, Haifa University, Haifa, 31905 Israel
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