Bohnenkamp Jill H, Patel Chandni, Connors Elizabeth, Orenstein Shawn, Ereshefsky Sabrina, Lever Nancy, Hoover Sharon
National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Baltimore, MD, USA.
Department of Psychiatry, Yale University, New Haven, CT, USA.
J Appl Sch Psychol. 2023;39(2):130-150. doi: 10.1080/15377903.2022.2077875. Epub 2022 May 27.
Multidisciplinary teams of school- and community-employed mental health, health, and educational staff work together in schools to offer a full continuum of mental health promotion, prevention, early intervention, and treatment services and supports. Intentional teaming structures and practices are essential to ensure teams deliver effective, coordinated services and supports. The current study investigated the extent to which continuous quality improvement strategies improved school mental health team performance during a 15-month national learning collaborative for 24 school district teams. All teams significantly improved their average teaming performance from baseline to the end of the collaborative ((20) = -5.20, < .001). Plan-Do-Study-Act (PDSA) cycles allowed teams to rapidly evaluate specific quality improvement changes to improve their performance. Teams with the most improvement focused on increasing multidisciplinary team membership, avoiding duplication and promoting efficiency, and connecting to community mental health providers/resources.
由学校和社区聘用的心理健康、健康及教育工作人员组成的多学科团队在学校共同协作，提供全面的心理健康促进、预防、早期干预及治疗服务与支持。有意为之的团队架构和实践对于确保团队提供有效、协调的服务与支持至关重要。本研究调查了在一项为期15个月的全国性学习协作项目中，持续质量改进策略对24个学区团队的学校心理健康团队表现的改善程度。从协作开始到结束，所有团队的平均团队协作表现均从基线水平显著提高（(20) = -5.20， <.001）。计划-执行-研究-行动（PDSA）循环使团队能够快速评估特定的质量改进变化以提升其表现。改进最大的团队专注于增加多学科团队成员、避免重复并提高效率，以及与社区心理健康提供者/资源建立联系。
