Pub Date : 2021-08-20DOI: 10.1108/jmhtep-05-2021-0041
Bijaya Kumar Sundaray, P. Sarangi, S. Patra
Purpose In light of growing concerns related to the psychological vulnerability during the pandemic, this study aims to examine the impact of fear or trauma of COVID-19 on stress, anxiety and depression among management students. Additionally, the study also explores the possible strategies adopted by professional students to cope with the pandemic situation. Design/methodology/approach With an approach to establish a probable concrete relationship between fear with the level of stress, anxiety and depression, the data for the study was collected from 1,408 management students through a structured questionnaire designed in Google Form and administered through WhatsApp. The survey was carried out in the month of July and August 2020 during the lockdown period. Correlation and structural equation modeling have been used to examine the relationship among the test attributes. Findings The results from the study discovered that “fear of COVID-19” has a significant and considerable impact on the increased level of anxiety and stress among the professional students, but the observations did not demonstrate a significant influence of the “fear” on “depression.” The responses reveal that students have developed anxiety and felt stressed mostly due to uncertainty in the upcoming academic plans, disturbances in their regular academic routines and concerns about their future careers. Further, the findings have portrayed that students have adopted both protective and avoidance coping strategies to overcome the adverse consequences of the pandemic. Research limitations/implications The study gives an insight on the psychological vulnerability of the management students and their capability to overcome such sudden disruptions due to pandemics. This research could thus, serve as a reference to the policymakers, universities and institutions while planning out programs and schemes, which would encourage the aspiring managers to overcome the crisis and prepare themselves to befit the vibrant corporate world. Originality/value Several studies exist on the impact of the pandemic on undergraduate students in different universities. However, there are a dearth of literature, which reflects the psychological vulnerability of professional graduates especially management students who are on the verge of starting their professional career.
{"title":"Psychological vulnerability and coping among management students during COVID-19 pandemic","authors":"Bijaya Kumar Sundaray, P. Sarangi, S. Patra","doi":"10.1108/jmhtep-05-2021-0041","DOIUrl":"https://doi.org/10.1108/jmhtep-05-2021-0041","url":null,"abstract":"\u0000Purpose\u0000In light of growing concerns related to the psychological vulnerability during the pandemic, this study aims to examine the impact of fear or trauma of COVID-19 on stress, anxiety and depression among management students. Additionally, the study also explores the possible strategies adopted by professional students to cope with the pandemic situation.\u0000\u0000\u0000Design/methodology/approach\u0000With an approach to establish a probable concrete relationship between fear with the level of stress, anxiety and depression, the data for the study was collected from 1,408 management students through a structured questionnaire designed in Google Form and administered through WhatsApp. The survey was carried out in the month of July and August 2020 during the lockdown period. Correlation and structural equation modeling have been used to examine the relationship among the test attributes.\u0000\u0000\u0000Findings\u0000The results from the study discovered that “fear of COVID-19” has a significant and considerable impact on the increased level of anxiety and stress among the professional students, but the observations did not demonstrate a significant influence of the “fear” on “depression.” The responses reveal that students have developed anxiety and felt stressed mostly due to uncertainty in the upcoming academic plans, disturbances in their regular academic routines and concerns about their future careers. Further, the findings have portrayed that students have adopted both protective and avoidance coping strategies to overcome the adverse consequences of the pandemic.\u0000\u0000\u0000Research limitations/implications\u0000The study gives an insight on the psychological vulnerability of the management students and their capability to overcome such sudden disruptions due to pandemics. This research could thus, serve as a reference to the policymakers, universities and institutions while planning out programs and schemes, which would encourage the aspiring managers to overcome the crisis and prepare themselves to befit the vibrant corporate world.\u0000\u0000\u0000Originality/value\u0000Several studies exist on the impact of the pandemic on undergraduate students in different universities. However, there are a dearth of literature, which reflects the psychological vulnerability of professional graduates especially management students who are on the verge of starting their professional career.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76065923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-20DOI: 10.1108/jmhtep-12-2020-0086
Kelsey Griffen, O. Lederman, R. Morell, H. Fibbins, J. Curtis, P. Ward, S. Teasdale
Purpose This paper aims to examine student exercise physiologists (EPs) and student dietitians’ confidence regarding working with people with severe mental illness (SMI) pre- and post-practicum in a mental health service. Design/methodology/approach This single-arm, quality improvement project included students completing practicum within a lifestyle programme embedded in mental health services. Student EPs completed 100 h of practicum across 15 weeks as part requirement for their Bachelor of Exercise Physiology degree and student dietitians completed six weeks full-time (40 h/week) for the part requirement of their Master of Nutrition and Dietetics. Students completed the Dietetic Confidence Scale (terminology was adapted for student EPs) pre- and post-practicum. Findings In total, 27 student EPs and 13 student dietitians completed placement and returned pre- and post-practicum questionnaires. Pre-practicum confidence scores were 90.8 ± 17.1 and 86.9 ± 18.9 out of a possible 140 points for student EPs and student dietitians, respectively. Confidence scores increased substantially post-practicum for both student EPs [mean difference (MD) = 29.3 ± 18.8, p < 0.001, d = 1.56] and dietitian students (MD = 26.1 ± 15.9, p = 0.002, d = 1.64). There were significant improvements in confidence across all domains of the confidence questionnaire for both EPs and dietitian students. Originality/value There is a research gap in understanding the confidence levels of student EPs’ and student dietitians’ when working with people with mental illness and the impact that undertaking a practicum in a mental health setting may play. To the best of the authors’ knowledge, this is the first study to explore student EP and student dietitian confidence in working with people with SMI pre- and post-practicum in a mental health setting.
目的探讨学生运动生理学家(EPs)和学生营养师在实习前和实习后与严重精神疾病患者(SMI)合作的信心。设计/方法/方法这个单臂、质量改进项目包括学生在心理健康服务中嵌入的生活方式方案中完成实习。学生ep在15周内完成了100小时的实习，作为他们运动生理学学士学位的一部分要求，学生营养师完成了6周的全日制(每周40小时)，作为他们营养与营养学硕士学位的一部分要求。学生们在实习前和实习后完成了饮食信心量表(术语适用于学生EPs)。总共有27名实习医师和13名实习医师完成了实习前和实习后的问卷调查。实习前的信心得分分别为90.8±17.1分和86.9±18.9分(满分140分)。实习后，EPs学生[平均差值(MD) = 29.3±18.8,p < 0.001, d = 1.56]和营养师学生(MD = 26.1±15.9,p = 0.002, d = 1.64)的信心得分均显著提高。在信心问卷的所有领域中，EPs和营养师学生的信心都有显著提高。原创性/价值在了解学生ep和学生营养师在与精神疾病患者一起工作时的信心水平以及在精神健康环境中进行实习可能产生的影响方面，研究存在空白。据作者所知，这是第一个探索学生EP和学生营养师在心理健康环境中与重度精神障碍患者合作的信心的研究。
{"title":"Confidence levels of exercise physiology and dietetic students’ pre- and post-practicum within mental health facilities","authors":"Kelsey Griffen, O. Lederman, R. Morell, H. Fibbins, J. Curtis, P. Ward, S. Teasdale","doi":"10.1108/jmhtep-12-2020-0086","DOIUrl":"https://doi.org/10.1108/jmhtep-12-2020-0086","url":null,"abstract":"Purpose\u0000This paper aims to examine student exercise physiologists (EPs) and student dietitians’ confidence regarding working with people with severe mental illness (SMI) pre- and post-practicum in a mental health service.\u0000\u0000Design/methodology/approach\u0000This single-arm, quality improvement project included students completing practicum within a lifestyle programme embedded in mental health services. Student EPs completed 100 h of practicum across 15 weeks as part requirement for their Bachelor of Exercise Physiology degree and student dietitians completed six weeks full-time (40 h/week) for the part requirement of their Master of Nutrition and Dietetics. Students completed the Dietetic Confidence Scale (terminology was adapted for student EPs) pre- and post-practicum.\u0000\u0000Findings\u0000In total, 27 student EPs and 13 student dietitians completed placement and returned pre- and post-practicum questionnaires. Pre-practicum confidence scores were 90.8 ± 17.1 and 86.9 ± 18.9 out of a possible 140 points for student EPs and student dietitians, respectively. Confidence scores increased substantially post-practicum for both student EPs [mean difference (MD) = 29.3 ± 18.8, p < 0.001, d = 1.56] and dietitian students (MD = 26.1 ± 15.9, p = 0.002, d = 1.64). There were significant improvements in confidence across all domains of the confidence questionnaire for both EPs and dietitian students.\u0000\u0000Originality/value\u0000There is a research gap in understanding the confidence levels of student EPs’ and student dietitians’ when working with people with mental illness and the impact that undertaking a practicum in a mental health setting may play. To the best of the authors’ knowledge, this is the first study to explore student EP and student dietitian confidence in working with people with SMI pre- and post-practicum in a mental health setting. \u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75258408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-19DOI: 10.1108/jmhtep-01-2021-0007
E. Osimo, Lydia Mariner, Paul Wilkinson
Purpose In previous research, personality and exposure to psychiatry were independently shown to shape medical students attitudes towards psychiatry (ATP). This paper aims to investigate the role of psychiatry placements and personality types on medical student attitudes towards psychiatry (ATP). Design/methodology/approach All medical students from four consecutive years at Cambridge University, UK were invited to take part in an online questionnaire including the ATP-30 Questionnaire and The Big Five Factor personality Inventory (BFI). Findings Students who had completed their psychiatry placement had more positive ATP than students who had not (t = −3.24, adjusted p = 0.004). However, this was not reflected in an increased self-reported likelihood of choosing psychiatry as a career (t = 0.28, adjusted p = 0.78). Higher agreeable personality scores were associated with both a higher willingness to take up psychiatry as a career (linear model estimate 0.06; p = 0.03), and more positive ATP (linear model estimate 0.14; p < 0.0001). Originality/value This work seems to confirm that exposure to psychiatry improves attitudes towards psychiatry. Agreeable personality traits were also associated with a higher willingness to take up psychiatry postgraduate training. These findings might help shape future campaigns to improve the profile of psychiatry training. Future research on this topic is needed to address whether improved ATP among medical students can longitudinally improve recruitment into post-graduate psychiatry training.
{"title":"Medical students' attitudes towards psychiatry improve following psychiatry clinical placements: the ATPP study","authors":"E. Osimo, Lydia Mariner, Paul Wilkinson","doi":"10.1108/jmhtep-01-2021-0007","DOIUrl":"https://doi.org/10.1108/jmhtep-01-2021-0007","url":null,"abstract":"\u0000Purpose\u0000In previous research, personality and exposure to psychiatry were independently shown to shape medical students attitudes towards psychiatry (ATP). This paper aims to investigate the role of psychiatry placements and personality types on medical student attitudes towards psychiatry (ATP).\u0000\u0000\u0000Design/methodology/approach\u0000All medical students from four consecutive years at Cambridge University, UK were invited to take part in an online questionnaire including the ATP-30 Questionnaire and The Big Five Factor personality Inventory (BFI).\u0000\u0000\u0000Findings\u0000Students who had completed their psychiatry placement had more positive ATP than students who had not (t = −3.24, adjusted p = 0.004). However, this was not reflected in an increased self-reported likelihood of choosing psychiatry as a career (t = 0.28, adjusted p = 0.78). Higher agreeable personality scores were associated with both a higher willingness to take up psychiatry as a career (linear model estimate 0.06; p = 0.03), and more positive ATP (linear model estimate 0.14; p < 0.0001).\u0000\u0000\u0000Originality/value\u0000This work seems to confirm that exposure to psychiatry improves attitudes towards psychiatry. Agreeable personality traits were also associated with a higher willingness to take up psychiatry postgraduate training. These findings might help shape future campaigns to improve the profile of psychiatry training. Future research on this topic is needed to address whether improved ATP among medical students can longitudinally improve recruitment into post-graduate psychiatry training.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89334955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-12DOI: 10.1108/jmhtep-09-2020-0067
H. Greenstone, Kate D Wooding
Purpose High-fidelity simulation has well-established educational value. However, its use in psychiatry remains underexplored. This study explores medical students’ experiences of high-fidelity simulation teaching during their psychiatry placements. A session was delivered on “psychiatric emergencies”, set in a simulated emergency department, with equal emphasis on the management of physical and psychiatric aspects of patient care. This paper aims to report on student attitudes to high-fidelity simulation teaching in psychiatry, as well as student attitudes to “integrated” teaching (i.e. covering both physical and psychiatric knowledge). Design/methodology/approach Semi-structured focus groups were conducted with medical students at a UK university. This exploratory approach generated rich qualitative data. Thematic analysis was used. Findings High-fidelity simulation teaching in psychiatry is well regarded by medical students, and helps students recognise that psychiatric problems can present in any clinical setting. This study has demonstrated that students value this type of “integrated” teaching, and there is potential for this approach to be more widely adopted in undergraduate health-care professional education. High-fidelity simulation could also be considered for incorporation in undergraduate examinations. Originality/value To the best of their knowledge, the authors are the first to conduct an in-depth exploration of attitudes to simulation teaching specifically in psychiatry. The authors are also the first to directly explore student attitudes to “integrated” teaching of psychiatry and physical health topics. The results will support the effective planning and delivery of simulation teaching in psychiatry, the planning of undergraduate summative assessments and will likely be of interest to health-care professionals, educational leads, simulation practitioners and students.
{"title":"“It’s real life, isn’t it?” Integrated simulation teaching in undergraduate psychiatry education – a qualitative study","authors":"H. Greenstone, Kate D Wooding","doi":"10.1108/jmhtep-09-2020-0067","DOIUrl":"https://doi.org/10.1108/jmhtep-09-2020-0067","url":null,"abstract":"\u0000Purpose\u0000High-fidelity simulation has well-established educational value. However, its use in psychiatry remains underexplored. This study explores medical students’ experiences of high-fidelity simulation teaching during their psychiatry placements. A session was delivered on “psychiatric emergencies”, set in a simulated emergency department, with equal emphasis on the management of physical and psychiatric aspects of patient care. This paper aims to report on student attitudes to high-fidelity simulation teaching in psychiatry, as well as student attitudes to “integrated” teaching (i.e. covering both physical and psychiatric knowledge).\u0000\u0000\u0000Design/methodology/approach\u0000Semi-structured focus groups were conducted with medical students at a UK university. This exploratory approach generated rich qualitative data. Thematic analysis was used.\u0000\u0000\u0000Findings\u0000High-fidelity simulation teaching in psychiatry is well regarded by medical students, and helps students recognise that psychiatric problems can present in any clinical setting. This study has demonstrated that students value this type of “integrated” teaching, and there is potential for this approach to be more widely adopted in undergraduate health-care professional education. High-fidelity simulation could also be considered for incorporation in undergraduate examinations.\u0000\u0000\u0000Originality/value\u0000To the best of their knowledge, the authors are the first to conduct an in-depth exploration of attitudes to simulation teaching specifically in psychiatry. The authors are also the first to directly explore student attitudes to “integrated” teaching of psychiatry and physical health topics. The results will support the effective planning and delivery of simulation teaching in psychiatry, the planning of undergraduate summative assessments and will likely be of interest to health-care professionals, educational leads, simulation practitioners and students.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"84 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90965297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-11DOI: 10.1108/jmhtep-01-2021-0002
J. Oates, Timothy Worth, S. Coster
Purpose This study aims to explore how student nurses conceptualise their well-being and their views on how to improve student nurses’ well-being. Design/methodology/approach Qualitative inquiry using semi-structured interviews with 17 final year students. Tran-scripts were thematically analysed using Braun and Clark’s six-phase approach. Findings Three themes were identified as follows: “student nurses” “experience of the university”, “the meaning of student nurse well-being” and “how the faculty could improve student well-being”. The findings are interpreted with reference to notions of social capital and a sense of belonging. Practical implications University nursing programmes should embed approaches to student well-being. Higher education institutions should ensure that their social and pastoral offer is accessible and relevant to nursing students. Originality/value The study offers unique insight into student nurses’ self-concept as “university students” in the context of their well-being.
{"title":"You’re not a normal student. The meaning of wellbeing for student nurses","authors":"J. Oates, Timothy Worth, S. Coster","doi":"10.1108/jmhtep-01-2021-0002","DOIUrl":"https://doi.org/10.1108/jmhtep-01-2021-0002","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore how student nurses conceptualise their well-being and their views on how to improve student nurses’ well-being.\u0000\u0000\u0000Design/methodology/approach\u0000Qualitative inquiry using semi-structured interviews with 17 final year students. Tran-scripts were thematically analysed using Braun and Clark’s six-phase approach.\u0000\u0000\u0000Findings\u0000Three themes were identified as follows: “student nurses” “experience of the university”, “the meaning of student nurse well-being” and “how the faculty could improve student well-being”. The findings are interpreted with reference to notions of social capital and a sense of belonging.\u0000\u0000\u0000Practical implications\u0000University nursing programmes should embed approaches to student well-being. Higher education institutions should ensure that their social and pastoral offer is accessible and relevant to nursing students.\u0000\u0000\u0000Originality/value\u0000The study offers unique insight into student nurses’ self-concept as “university students” in the context of their well-being.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84778217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-06DOI: 10.1108/jmhtep-10-2020-0078
Melissa Hill, Michelle Heron-Delaney
Purpose The purpose of this paper is to evaluate the use of a scholarship scheme to support mental health workforce development. Design/methodology/approach Nursing and allied health recipients (n = 72) of a scholarship for postgraduate mental health study provided quantitative and qualitative feedback via an online survey. Findings Benefits of the scholarship scheme include helping to overcome financial barriers to accessing higher education, increased motivation to study, increased knowledge and skills and enhanced positive feelings towards the recipient’s organisation. A total of 44% of participants reported being majorly or completely influenced to remain working in the organisation due to provision of the scholarship. Originality/value This study asks recipients to evaluate the scholarship scheme rather than the associated postgraduate education and provides preliminary support that scholarships are beneficial even when the amount of funding is less than half of course fees and the support from the employer is primarily monetary. The provision of scholarship funding can encourage existing professionals to undertake postgraduate study and attract them to pursue mental health specialisation instead of other health specialisations. Provision of scholarships is one strategy which can positively impact on mental health workforce retention in allied health professionals.
{"title":"Evaluation of mental health professionals’ views of a higher education scholarship scheme designed to enhance workforce development","authors":"Melissa Hill, Michelle Heron-Delaney","doi":"10.1108/jmhtep-10-2020-0078","DOIUrl":"https://doi.org/10.1108/jmhtep-10-2020-0078","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to evaluate the use of a scholarship scheme to support mental health workforce development.\u0000\u0000\u0000Design/methodology/approach\u0000Nursing and allied health recipients (n = 72) of a scholarship for postgraduate mental health study provided quantitative and qualitative feedback via an online survey.\u0000\u0000\u0000Findings\u0000Benefits of the scholarship scheme include helping to overcome financial barriers to accessing higher education, increased motivation to study, increased knowledge and skills and enhanced positive feelings towards the recipient’s organisation. A total of 44% of participants reported being majorly or completely influenced to remain working in the organisation due to provision of the scholarship.\u0000\u0000\u0000Originality/value\u0000This study asks recipients to evaluate the scholarship scheme rather than the associated postgraduate education and provides preliminary support that scholarships are beneficial even when the amount of funding is less than half of course fees and the support from the employer is primarily monetary. The provision of scholarship funding can encourage existing professionals to undertake postgraduate study and attract them to pursue mental health specialisation instead of other health specialisations. Provision of scholarships is one strategy which can positively impact on mental health workforce retention in allied health professionals.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86012551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-04DOI: 10.1108/jmhtep-06-2020-0034
S. King, A. Rebar, P. Oliveri, R. Stanton
Purpose This paper aims to present the current state of evidence regarding the mental health literacy of paramedics and student paramedics and whether mental health literacy affects the care that paramedics provide to their patients with mental illness. Design/methodology/approach Embase, PubMed, Medline and Google Scholar were searched for recent (2010–2020) English language published articles using the key phrases paramedic AND/OR ambulance AND mental health AND mental health literacy. Additional searches of the reference lists of included articles were undertaken. A descriptive thematic analysis was used to arrive at a narrative synthesis of the study findings. Findings The emergency medical services system has taken a primary role in the care of patients with mental illness but has limited capacity for non-emergency psychosocial situations. Negative and judgemental attitudes amongst paramedics towards patients with mental illness is a significant issue and remains a barrier to patients seeking medical care for mental illness. Improved care provision and patient engagement might result from specific education aimed to better enhance paramedics’ mental health literacy. Originality/value This literature review provides insights into the current practice of mental health training for Australian undergraduate paramedic science students and the implications for patient care. Recommendations for educational strategies are provided.
{"title":"Mental health training for Australian undergraduate paramedic science students: a review","authors":"S. King, A. Rebar, P. Oliveri, R. Stanton","doi":"10.1108/jmhtep-06-2020-0034","DOIUrl":"https://doi.org/10.1108/jmhtep-06-2020-0034","url":null,"abstract":"\u0000Purpose\u0000This paper aims to present the current state of evidence regarding the mental health literacy of paramedics and student paramedics and whether mental health literacy affects the care that paramedics provide to their patients with mental illness.\u0000\u0000\u0000Design/methodology/approach\u0000Embase, PubMed, Medline and Google Scholar were searched for recent (2010–2020) English language published articles using the key phrases paramedic AND/OR ambulance AND mental health AND mental health literacy. Additional searches of the reference lists of included articles were undertaken. A descriptive thematic analysis was used to arrive at a narrative synthesis of the study findings.\u0000\u0000\u0000Findings\u0000The emergency medical services system has taken a primary role in the care of patients with mental illness but has limited capacity for non-emergency psychosocial situations. Negative and judgemental attitudes amongst paramedics towards patients with mental illness is a significant issue and remains a barrier to patients seeking medical care for mental illness. Improved care provision and patient engagement might result from specific education aimed to better enhance paramedics’ mental health literacy.\u0000\u0000\u0000Originality/value\u0000This literature review provides insights into the current practice of mental health training for Australian undergraduate paramedic science students and the implications for patient care. Recommendations for educational strategies are provided.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89691374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-04DOI: 10.1108/jmhtep-08-2020-0053
Lauren Chakkalackal, Camilla Rosan, Freya Corfield, Stavros E. Stavrou, H. Kennedy, Camille Bou, Josefien J. F. Breedvelt
Purpose The transition to parenthood can pose challenges for women and men, and these are heightened in the context of social disadvantage (e.g. poverty, deprivation, social exclusion, housing instability and disabilities). There is mounting evidence that video-feedback approaches can provide a valuable buffer against such adverse outcomes. This study aims to evaluate the acceptability and preliminary clinical impact of video interaction guidance (VIG), delivered by health visitors and community support workers in a socially disadvantaged London borough, selected due to its multiple indices of deprivation predicting child and maternal adversity. Design/methodology/approach The study followed a non-randomised, before-and-after evaluation design. Health visitors and community support workers were trained in VIG delivery following the VIG Association-UK protocol. Families with infants under 12 months were conveniently recruited and received six weekly home-based sessions of VIG. The primary outcome was the acceptability of the intervention, assessing parents’ experiences using semi-structured interviews post-intervention. Clinical outcome measures were recorded pre-and post-intervention to yield preliminary evidence on intervention effectiveness. Findings In total, 23 families partook in the study, of which 19 completed the pre- and post-VIG quantitative analysis and 6 also completed the post-VIG qualitative interviews. Qualitative analyses documented high rates of acceptability and perceived improvement in family well-being. Preliminary outcome data indicated that completing the VIG intervention was associated with decreased parental anxiety and depression and increased parental confidence, parent-infant relationship quality, as well as an improvement in infant social and emotional development. However, the selective nature of convenience sampling limits the generalisability of the findings. The non-randomised design of the evaluation implies that findings can only be interpreted as preliminary evidence of intervention effectiveness. These considerations are addressed in the discussion. Originality/value The results of this study provide preliminary evidence of the acceptability and effectiveness of VIG delivery by health visitors and community support workers to new parents in socially disadvantaged urban communities. However, this study must be pursued further to be evaluated with larger, randomised samples to further explore the generalisability of VIG effectiveness in such settings.
{"title":"A mixed-method evaluation of video interaction guidance (VIG) delivered by early-years workers in a socially disadvantaged urban community","authors":"Lauren Chakkalackal, Camilla Rosan, Freya Corfield, Stavros E. Stavrou, H. Kennedy, Camille Bou, Josefien J. F. Breedvelt","doi":"10.1108/jmhtep-08-2020-0053","DOIUrl":"https://doi.org/10.1108/jmhtep-08-2020-0053","url":null,"abstract":"\u0000Purpose\u0000The transition to parenthood can pose challenges for women and men, and these are heightened in the context of social disadvantage (e.g. poverty, deprivation, social exclusion, housing instability and disabilities). There is mounting evidence that video-feedback approaches can provide a valuable buffer against such adverse outcomes. This study aims to evaluate the acceptability and preliminary clinical impact of video interaction guidance (VIG), delivered by health visitors and community support workers in a socially disadvantaged London borough, selected due to its multiple indices of deprivation predicting child and maternal adversity.\u0000\u0000\u0000Design/methodology/approach\u0000The study followed a non-randomised, before-and-after evaluation design. Health visitors and community support workers were trained in VIG delivery following the VIG Association-UK protocol. Families with infants under 12 months were conveniently recruited and received six weekly home-based sessions of VIG. The primary outcome was the acceptability of the intervention, assessing parents’ experiences using semi-structured interviews post-intervention. Clinical outcome measures were recorded pre-and post-intervention to yield preliminary evidence on intervention effectiveness.\u0000\u0000\u0000Findings\u0000In total, 23 families partook in the study, of which 19 completed the pre- and post-VIG quantitative analysis and 6 also completed the post-VIG qualitative interviews. Qualitative analyses documented high rates of acceptability and perceived improvement in family well-being. Preliminary outcome data indicated that completing the VIG intervention was associated with decreased parental anxiety and depression and increased parental confidence, parent-infant relationship quality, as well as an improvement in infant social and emotional development. However, the selective nature of convenience sampling limits the generalisability of the findings. The non-randomised design of the evaluation implies that findings can only be interpreted as preliminary evidence of intervention effectiveness. These considerations are addressed in the discussion.\u0000\u0000\u0000Originality/value\u0000The results of this study provide preliminary evidence of the acceptability and effectiveness of VIG delivery by health visitors and community support workers to new parents in socially disadvantaged urban communities. However, this study must be pursued further to be evaluated with larger, randomised samples to further explore the generalisability of VIG effectiveness in such settings.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76915063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-03DOI: 10.1108/jmhtep-08-2020-0058
M. Pearson, Linda Sunderland, Corrine Hendy
Purpose The evidence base associated with Open dialogue (OD) continues to develop. However, much of the literature associated with this “whole system philosophy” is focussed within therapeutic clinical practice. The purpose of this paper is to explore another key aspect of OD within a higher education context, the creation of “dialogical practice culture” and the application of key OD principles to enable an open, empowering ethos which permeates all aspects of teaching and learning and supports co-production. Design/methodology/approach The authors use a collective auto ethnographic approach to reflect on their experiences of developing and delivering a series of co-produced seminars within pre-registration mental health nurse education over a period of 4 years. This paper explores the data produced through this process focussing on the pedagogical impact and challenges of applying OD principles to teaching and learning practice. Findings The paper highlights the way in which two core principles of OD, resonate with the co-production process within teaching design and delivery. Moreover, the paper illustrates the impact that threading these principles throughout teaching practice can have: enhancing the learning environment and facilitating mutual empowerment, and thus supporting the students’ development of empowering therapeutic practice with service users. A significant theme in these reflections has been the nature of empowerment and the necessity to openly address power differentials and relationships. Originality/value This innovative paper is the first to explore the application of OD principles within a nurse education context; considering how they support co-production and enable an empowering culture. This exploration helps to provide a foundation for further inquiry and research.
{"title":"Open dialogue and co-production: promoting a dialogical practice culture in the co-production of teaching and learning within nurse education","authors":"M. Pearson, Linda Sunderland, Corrine Hendy","doi":"10.1108/jmhtep-08-2020-0058","DOIUrl":"https://doi.org/10.1108/jmhtep-08-2020-0058","url":null,"abstract":"\u0000Purpose\u0000The evidence base associated with Open dialogue (OD) continues to develop. However, much of the literature associated with this “whole system philosophy” is focussed within therapeutic clinical practice. The purpose of this paper is to explore another key aspect of OD within a higher education context, the creation of “dialogical practice culture” and the application of key OD principles to enable an open, empowering ethos which permeates all aspects of teaching and learning and supports co-production.\u0000\u0000\u0000Design/methodology/approach\u0000The authors use a collective auto ethnographic approach to reflect on their experiences of developing and delivering a series of co-produced seminars within pre-registration mental health nurse education over a period of 4 years. This paper explores the data produced through this process focussing on the pedagogical impact and challenges of applying OD principles to teaching and learning practice.\u0000\u0000\u0000Findings\u0000The paper highlights the way in which two core principles of OD, resonate with the co-production process within teaching design and delivery. Moreover, the paper illustrates the impact that threading these principles throughout teaching practice can have: enhancing the learning environment and facilitating mutual empowerment, and thus supporting the students’ development of empowering therapeutic practice with service users. A significant theme in these reflections has been the nature of empowerment and the necessity to openly address power differentials and relationships.\u0000\u0000\u0000Originality/value\u0000This innovative paper is the first to explore the application of OD principles within a nurse education context; considering how they support co-production and enable an empowering culture. This exploration helps to provide a foundation for further inquiry and research.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91338568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-09DOI: 10.1108/JMHTEP-10-2020-0074
N. Aslam, Kanwal Shafique, Ammar Ahmed
Purpose Fear of COVID-19 is one of the pivotal components that have generated higher levels of stress, obsessions and anxiety among the adult population, thus creating numerous mental health issues. The purpose of this study was to evaluate psychological well-being based on COVID-19-related fear, obsessions and anxiety during the pandemic situation. Design/methodology/approach The current study aimed to evaluate the relationship between COVID-19-related fear, obsessions, anxiety, stress and well-being among adult populations. Additionally, the aim was to see the impact of COVID-19-related fear, obsessions, anxiety and stress on well-being. This was a cross-sectional study based on nonclinical sample of (n = 250) adults; data was obtained via online questionnaire survey method and analysis was performed by using the statistical package for social sciences (SPSS-22). Findings The authors’ findings based on descriptive statistics showed that COVID-19-related fear and obsessions were positively associated with COVID anxiety and stress and negatively associated with well-being. COVID anxiety was positively associated with stress and negatively associated with well-being. Moreover, perceived stress is negatively associated with well-being. The results additionally provide the outcome/conclusion that COVID-related anxiety significantly negatively predicted the psychological well-being. Overall the model explained 24% of the variance in psychological well-being. Females scored significantly high in COVID-19-related anxiety and obsessions as compared to males. Research limitations/implications A distinctive feature of this study is the understanding of COVID-19-related fear, obsessions, anxiety, stress and well-being among adult populations, and the findings are highlighting the need for psychological and social interventions for this specific population; therefore, immediate attention is needed by the clinical health professionals dealing with mental health issues. Originality/value There is a vital need to explore and develop psychological interventions aiming at the negative consequences being faced by the adult populations due to the COVID-19 pandemic and the impending second wave that will expose individuals to various mental health issues evolving because of the health crisis.
{"title":"Exploring the impact of COVID-19-related fear, obsessions, anxiety and stress on psychological well-being among adults in Pakistan","authors":"N. Aslam, Kanwal Shafique, Ammar Ahmed","doi":"10.1108/JMHTEP-10-2020-0074","DOIUrl":"https://doi.org/10.1108/JMHTEP-10-2020-0074","url":null,"abstract":"\u0000Purpose\u0000Fear of COVID-19 is one of the pivotal components that have generated higher levels of stress, obsessions and anxiety among the adult population, thus creating numerous mental health issues. The purpose of this study was to evaluate psychological well-being based on COVID-19-related fear, obsessions and anxiety during the pandemic situation.\u0000\u0000\u0000Design/methodology/approach\u0000The current study aimed to evaluate the relationship between COVID-19-related fear, obsessions, anxiety, stress and well-being among adult populations. Additionally, the aim was to see the impact of COVID-19-related fear, obsessions, anxiety and stress on well-being. This was a cross-sectional study based on nonclinical sample of (n = 250) adults; data was obtained via online questionnaire survey method and analysis was performed by using the statistical package for social sciences (SPSS-22).\u0000\u0000\u0000Findings\u0000The authors’ findings based on descriptive statistics showed that COVID-19-related fear and obsessions were positively associated with COVID anxiety and stress and negatively associated with well-being. COVID anxiety was positively associated with stress and negatively associated with well-being. Moreover, perceived stress is negatively associated with well-being. The results additionally provide the outcome/conclusion that COVID-related anxiety significantly negatively predicted the psychological well-being. Overall the model explained 24% of the variance in psychological well-being. Females scored significantly high in COVID-19-related anxiety and obsessions as compared to males.\u0000\u0000\u0000Research limitations/implications\u0000A distinctive feature of this study is the understanding of COVID-19-related fear, obsessions, anxiety, stress and well-being among adult populations, and the findings are highlighting the need for psychological and social interventions for this specific population; therefore, immediate attention is needed by the clinical health professionals dealing with mental health issues.\u0000\u0000\u0000Originality/value\u0000There is a vital need to explore and develop psychological interventions aiming at the negative consequences being faced by the adult populations due to the COVID-19 pandemic and the impending second wave that will expose individuals to various mental health issues evolving because of the health crisis.\u0000","PeriodicalId":75090,"journal":{"name":"The journal of mental health training, education, and practice","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91242421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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