Daniel Wesemann, DNP, MSW, APRN, PMHNP-BC, University of Iowa, Moline, IL, USA.
Sean Convoy, DNP, PMHNP-BC, Duke School of Nursing, Durham, NC, USA.
J Am Psychiatr Nurses Assoc. 2024 Apr;30(2):288-299. doi: 10.1177/10783903221091980. Epub 2022 Aug 3.
The use of psychotherapy has a long history within psychiatric-mental health nurse practitioner (PMHNP) practice. Underutilization of psychotherapy in practice has potentially led to a reduced emphasis in the PMHNP curriculum. To date, no national survey has solely evaluated how PMHNP programs ensure psychotherapy skill acquisition.
Survey the PMHNP programs within the United States on how psychotherapy skill acquisition is achieved, including (a) psychotherapeutic curricular content; (b) psychotherapy related clinical practicum hours, including simulation and preceptor-delivered hours; and (c) student interest in psychotherapy skills.
Three rounds of e-mail invitations were sent to all PMHNP programs within the United States. Descriptive statistics and reflective thematic analysis were used to examine survey content.
There were 39 (27%) respondents, representing the U.S. regions equally. The most common forms of psychotherapy taught were cognitive-behavioral and motivational interviewing. The content was most often delivered through a hybrid program (65.8%). Psychotherapy clinical hours most often used in psychology and social work were varied (0-720, 132.9) and were usually (63.89%) separate from other clinical hours. Qualitative responses focused on increased emphasis on the use of psychotherapy within PMHNP programs and the need to develop competency checklists for psychotherapy skill acquisition to use with simulation.
This survey reported on both similarities and differences in how PMHNP programs ensure student competency in the skill acquisition of psychotherapy. While this article focuses on what skills are needed in psychotherapy education, direction on how programs deliver this content to their students to ensure this skill will be retained in practice is a critical next step.
心理治疗在精神科-心理健康护士从业者（PMHNP）的实践中有着悠久的历史。在实践中对心理治疗的利用不足，可能导致 PMHNP 课程对心理治疗的重视程度降低。迄今为止，还没有一项全国性的调查专门评估 PMHNP 项目如何确保获得心理治疗技能。
调查美国的 PMHNP 项目如何实现心理治疗技能的获得，包括（a）心理治疗课程内容；（b）与心理治疗相关的临床实习时间，包括模拟和导师指导的时间；以及（c）学生对心理治疗技能的兴趣。
向美国所有 PMHNP 项目发送了三轮电子邮件邀请。使用描述性统计和反思性主题分析来检查调查内容。
共有 39 个（27%）回应者，代表了美国的各个地区。最常见的心理治疗形式是认知行为和动机访谈。内容通常通过混合课程（65.8%）提供。在心理学和社会工作中使用的心理治疗临床时间差异很大（0-720，132.9），通常（63.89%）与其他临床时间分开。定性回应集中在增加 PMHNP 项目中对心理治疗的使用的重视，以及需要开发心理治疗技能获得的能力检查表，以与模拟一起使用。
本调查报告了 PMHNP 项目确保学生在心理治疗技能获得方面的能力的相似之处和差异。虽然本文侧重于心理治疗教育需要哪些技能，但如何向学生提供这些内容以确保这些技能在实践中得到保留是下一步的关键。
