Moll Sandra, Patten Scott Burton, Stuart Heather, Kirsh Bonnie, MacDermid Joy Christine
Institute for Applied Health Science, School of Rehabilitation Science, McMaster University, 4th Floor 1400 Main St.W., Hamilton, ON, L8S 1C7, Canada.
Cumming School of Medicine, Department of Community Health Sciences, University of Calgary, Calgary, AB, T2N 4Z6, Canada.
BMC Med Educ. 2015 Apr 16;15:78. doi: 10.1186/s12909-015-0363-9.
Mental illness is a significant and growing problem in Canadian healthcare organizations, leading to tremendous personal, social and financial costs for individuals, their colleagues, their employers and their patients. Early and appropriate intervention is needed, but unfortunately, few workers get the help that they need in a timely way due to barriers related to poor mental health literacy, stigma, and inadequate access to mental health services. Workplace education and training is one promising approach to early identification and support for workers who are struggling. Little is known, however, about what approach is most effective, particularly in the context of healthcare work. The purpose of this study is to compare the impact of a customized, contact-based education approach with standard mental health literacy training on the mental health knowledge, stigmatized beliefs and help-seeking/help-outreach behaviors of healthcare employees.
METHODS/DESIGN: A multi-centre, randomized, two-group parallel group trial design will be adopted. Two hundred healthcare employees will be randomly assigned to one of two educational interventions: Beyond Silence, a peer-led program customized to the healthcare workplace, and Mental Health First Aid, a standardized literacy based training program. Pre, post and 3-month follow-up surveys will track changes in knowledge (mental health literacy), attitudes towards mental illness, and help-seeking/help-outreach behavior. An intent-to-treat, repeated measures analysis will be conducted to compare changes in the two groups over time in terms of the primary outcome of behavior change. Linear regression modeling will be used to explore the extent to which knowledge, and attitudes predict behavior change. Qualitative interviews with participants and leaders will also be conducted to examine process and implementation of the programs.
This is one of the first experimental studies to compare outcomes of standard mental health literacy training to an intervention with an added anti-stigma component (using best-practices of contact-based education). Study findings will inform recommendations for designing workplace mental health education to promote early intervention for employees with mental health issues in the context of healthcare work.
May 2014 - ClinicalTrials.gov: NCT02158871.
在加拿大的医疗保健机构中，精神疾病是一个日益严重的重大问题，给个人、其同事、雇主及患者带来了巨大的个人、社会和经济成本。需要尽早进行适当干预，但不幸的是，由于心理健康素养差、污名化以及获得心理健康服务的机会不足等障碍，很少有员工能及时得到他们所需的帮助。职场教育与培训是早期识别并支持有困扰员工的一种有前景的方法。然而，对于哪种方法最有效，尤其是在医疗工作背景下，人们了解甚少。本研究的目的是比较定制的、基于接触的教育方法与标准心理健康素养培训对医疗保健员工的心理健康知识、污名化观念以及寻求帮助/提供帮助行为的影响。
方法/设计：将采用多中心、随机、两组平行组试验设计。两百名医疗保健员工将被随机分配到两种教育干预措施之一：“超越沉默”，这是一个针对医疗工作场所定制的由同伴主导的项目；以及“心理健康急救”，一个基于标准化素养的培训项目。在干预前、干预后及3个月随访时进行调查，以跟踪知识（心理健康素养）、对精神疾病的态度以及寻求帮助/提供帮助行为的变化。将进行意向性分析和重复测量分析，以比较两组在行为改变这一主要结局方面随时间的变化。将使用线性回归模型来探究知识和态度对行为改变的预测程度。还将对参与者和负责人进行定性访谈，以考察项目的过程和实施情况。
这是首批将标准心理健康素养培训的结果与添加了反污名化成分的干预措施（采用基于接触的教育的最佳实践）进行比较的实验研究之一。研究结果将为设计职场心理健康教育提供建议，以便在医疗工作背景下促进对有心理健康问题的员工进行早期干预。
2014年5月 - ClinicalTrials.gov：NCT02158871。
