Priest Helena M, Roberts Paula, Dent Helen, Blincoe Christine, Lawton Diana, Armstrong Christine
Keele University, Staffordshire, UK.
J Nurs Manag. 2008 May;16(4):474-85. doi: 10.1111/j.1365-2834.2008.00867.x.
To explore interprofessional attitudes arising from shared learning in mental health.
Inter-professional education in healthcare is a priority area for improving team-working and communication. Many studies have attempted to evaluate its benefits and challenges, although few emanate from the mental health arena. However, producing evidence to link educational input with clinical outcomes is notoriously difficult. This project attempted to produce evidence for changes in interprofessional attitudes and stereotypes.
METHOD(S): Mental health nursing students and clinical psychology trainees participated in inter-professional education. An evaluation tool was designed to evaluate the experience and outcomes, and to consider implications for interprofessional working.
There was an increase in clarity regarding roles, approaches and resources, and how to collaborate in practice. There was no significant change in professional identity. Many challenges were identified, including differences in academic level, previous experience, expectations, assessment, motivation and effort.
Despite the challenges, it remains important to offer collaboration with future mental health colleagues as a foundation for effective team-working. Recommendations are made for creating inter-professional education opportunities for diverse student groups.
Mental health professionals need to work effectively in multidisciplinary teams. Drawing on available guidance, managers should encourage and support team members to undertake shared learning where possible, both within clinical settings and through more formal educational provision. In this way, managers can facilitate collaborative relationships which will pay dividends for the provision of effective mental health care. This project adds to the limited knowledge currently available on interprofessional learning and attitudes within a mental health context.
探讨心理健康领域共同学习所产生的跨专业态度。
医疗保健领域的跨专业教育是改善团队协作与沟通的重点领域。许多研究试图评估其益处与挑战，尽管很少有研究来自心理健康领域。然而，要拿出证据证明教育投入与临床结果之间的联系非常困难。本项目试图为跨专业态度和刻板印象的变化提供证据。
心理健康护理专业学生和临床心理学实习生参与了跨专业教育。设计了一种评估工具来评估经验和结果，并考虑对跨专业工作的影响。
在角色、方法和资源以及如何在实践中协作方面的清晰度有所提高。职业认同感没有显著变化。确定了许多挑战，包括学术水平、以往经验、期望、评估、动机和努力方面的差异。
尽管存在挑战，但提供与未来心理健康同事的合作作为有效团队协作的基础仍然很重要。针对为不同学生群体创造跨专业教育机会提出了建议。
心理健康专业人员需要在多学科团队中有效工作。管理人员应借鉴现有指导意见，鼓励并支持团队成员尽可能在临床环境中以及通过更正规的教育提供方式进行共同学习。通过这种方式，管理人员可以促进协作关系，这将为提供有效的心理健康护理带来好处。本项目增加了目前在心理健康背景下关于跨专业学习和态度的有限知识。
