Bohnenkamp Jill Haak, Hoover Sharon A, Connors Elizabeth Halsted, Wissow Lawrence, Bobo Nichole, Mazyck Donna
University of Maryland School of Medicine, Baltimore, MD, USA.
Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.
J Sch Nurs. 2019 Dec;35(6):422-433. doi: 10.1177/1059840518785437. Epub 2018 Jul 22.
School nurses encounter many students presenting with mental health needs. However, school nurses report that they need additional training and resources to be able to support student mental health. This study involved a multilevel, stakeholder-driven process to refine the Mental Health Training Intervention for Health Providers in Schools (MH-TIPS), an in-service training and implementation support system for school health providers, including school nurses, to increase their competence in addressing student mental health concerns. Findings highlighted the importance of mental health content including assessment, common factors of positive therapeutic mental health interactions, common elements of evidence-based mental health practice, and resource and referral mapping. Additionally, multifaceted ongoing professional development processes were indicated. Study findings indicate that, with recommended modifications, the MH-TIPS holds promise as a feasible, useful intervention to support school nurse practice and ultimately impact student mental health and educational outcomes.
学校护士会接触到许多有心理健康需求的学生。然而，学校护士报告称，他们需要额外的培训和资源，以便能够支持学生的心理健康。本研究涉及一个多层次、由利益相关者驱动的过程，以完善学校健康服务提供者心理健康培训干预措施（MH-TIPS），这是一个针对包括学校护士在内的学校健康服务提供者的在职培训和实施支持系统，旨在提高他们处理学生心理健康问题的能力。研究结果强调了心理健康内容的重要性，包括评估、积极治疗性心理健康互动的共同因素、循证心理健康实践的共同要素以及资源和转诊地图。此外，还指出了多方面持续的专业发展过程。研究结果表明，经过建议的修改后，MH-TIPS有望成为一种可行、有用的干预措施，以支持学校护士的工作，并最终影响学生的心理健康和教育成果。
