Hendrix Cristina C, Pereira Katherine, Bowers Margaret, Brown Jennifer, Eisbach Shelly, Briggs Melvania E, Fitzgerald Kathleen, Matters Loretta, Luddy Cindy, Braxton Loretta
J Nurs Educ. 2015 Nov;54(11):645-9. doi: 10.3928/01484834-20151016-06.
In the United States, inadequate attention has been given to the mental health needs of chronically ill adults, and the attempts to integrate mental health in primary care have fallen short.
This article describes the beginning efforts of the faculty at Duke University School of Nursing to integrate mental health concepts into its adult-gerontological nurse practitioner and family nurse practitioner curricula.
Competency and course content mapping activities revealed opportunities for mental health enhancement. Five mental health concepts were identified for module development: spectrum of emotions, validation skills, self-management, resilience, and diversity. Mental health modules will be integrated in the nurse practitioner Physical Assessment and Diagnostic Reasoning course, as well as in various clinical courses.
Challenges and lessons learned, including efforts to foster active interprofessional learning among medical, physician assistant, and nurse practitioner students, are described.
在美国，慢性病成年人的心理健康需求未得到充分关注，将心理健康纳入初级保健的尝试也未取得理想效果。
本文介绍了杜克大学护理学院的教员为将心理健康概念融入成人-老年护理执业医师和家庭护理执业医师课程所做的初步努力。
能力和课程内容映射活动揭示了增强心理健康的机会。确定了五个用于模块开发的心理健康概念：情绪范围、确认技巧、自我管理、适应力和多样性。心理健康模块将整合到护理执业医师的体格检查与诊断推理课程以及各种临床课程中。
描述了所面临的挑战和吸取的经验教训，包括为促进医学、医师助理和护理执业医师专业学生之间的积极跨专业学习所做的努力。
