School of Psychology, Faculty of Education, Mount Saint Vincent University, Halifax, Nova Scotia, Canada.
Health Soc Care Community. 2010 Jul;18(4):433-43. doi: 10.1111/j.1365-2524.2010.00938.x. Epub 2010 May 27.
We describe the impact of an interprofessional education programme in mental health for professionals in six rural Canadian communities. The 10-session programme, offered primarily via videoconference, focussed on eight domains of mental health practice. One hundred and twenty-five professionals, representing 15 professions, attended at least some sessions, although attendance was variable. Data were collected between September 2006 and December 2007. The programme was evaluated using a mixed methods approach. Participants reported high levels of satisfaction for all topics and all aspects of the presentations: they were most satisfied with the opportunity to interact with other professionals and least satisfied with the videoconference technology. Professionals' confidence (n = 49) with mental health interventions, issues and populations was measured pre- and post-programme. There was a significant increase in confidence for seven of the eight mental health interventions and four of the six mental health issues that had been taught in the programme. Participants reported developing a more reflective mental health practice, becoming more aware of mental health issues, integrating new knowledge and skills into their work and they expressed a desire for further mental health training. They noted that interprofessional referrals, inter-agency linkages and collaborations had increased. Conditions that appeared to underpin the programme's success included: scheduling the programme over an extended time period, a positive relationship between the facilitator and participants, experiential learning format and community co-ordinators as liaisons. Participants' dissatisfaction with the videoconference technology was mitigated by the strong connection between the facilitator and participants. One challenge was designing a curriculum that met the needs of professionals with varied expertise and work demands. The programme seemed to benefit most of those professionals who had a mental health background. This programme has the potential to be of use in rural communities where professionals often do not have access to professional development in mental health.
我们描述了一项针对加拿大六个农村社区专业人员的心理健康跨专业教育计划的影响。该 10 节课程主要通过视频会议提供，重点关注心理健康实践的八个领域。125 名代表 15 个专业的专业人员参加了至少一些课程，但出席情况各不相同。数据收集于 2006 年 9 月至 2007 年 12 月之间。该计划采用混合方法进行评估。参与者对所有主题和演示的所有方面都报告了高度的满意度：他们对与其他专业人员互动的机会最满意，对视频会议技术最不满意。在计划前后，专业人员（n=49）对心理健康干预措施、问题和人群的信心进行了衡量。在计划中教授的八项心理健康干预措施中的七项和六项心理健康问题中的四项，信心均有所提高。参与者报告说，他们发展了更具反思性的心理健康实践，更加意识到心理健康问题，将新知识和技能融入工作中，并表示希望进一步接受心理健康培训。他们指出，跨专业转介、机构间联系和合作有所增加。似乎支撑该计划成功的条件包括：在较长时间内安排计划、促进者与参与者之间的积极关系、体验式学习模式以及社区协调员作为联络人。参与者对视频会议技术的不满因促进者与参与者之间的紧密联系而得到缓解。一个挑战是设计一个满足具有不同专业知识和工作要求的专业人员需求的课程。该计划似乎对那些有心理健康背景的专业人员最有益。对于那些专业人员通常无法获得心理健康专业发展的农村社区来说，该计划具有潜在的用途。
