A39 Managing transitions from CAMHS for people with autism spectrum disorder (ASD) – interactive simulation training course

Naila Saleem, Megan Fisher, Ruwani Ampegama, Selena Galloway, Cristina Jianu, Marta Ortega Vega
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Abstract

Transitions from CAMHS services to adult mental health care present a challenge to patients, carers, and professionals alike and are often managed poorly by services, leading to avoidable anxiety and adverse experiences for service users [1]. For patients with autism, transitions can be extremely distressing and require careful consideration and planning to ensure continuity of care. There is a lack of clarity for professionals and services users about what resources are available and appropriate for people with autism. This course is designed to provide professionals working in both CAMHS and adult mental health with a better understanding of autism and introduce strategies to improve the management of transitions and care of individuals with autism. Maudsley Learning, in collaboration with the ESTIA Centre, offered an online simulation training program on two occasions. The course aimed to provide participants with a clinical understanding of autism and autistic persons’ lived experiences, to equip participants with person-centred strategies to support individuals with autism, address the challenges faced by autistic individuals during child-to-adult transitions, and implement strategies to improve the care of individuals with autism who have co-morbid mental and physical illnesses. The training began with group icebreakers and a didactic introduction to simulation training to establish psychological safety followed by five scenarios covering different aspects of ASD and the challenges faced by individuals with ASD during transition. To add higher fidelity and better learning experience, we involved actors with autism and intellectual disability. The Maudsley debrief model was used to provide constructive feedback to participants on their contributions and facilitate positive learning experiences. Participants completed a questionnaire before and after the course assessing their confidence in skills related to the course. They also provided qualitative feedback on their experience and their willingness to apply their learning. Paired samples t-tests did not find a significant difference in scores for course-specific questions between pre-course (M =16.75 SD = 2.50) and post-course (M = 20.25, SD =.50), t(2.64)=3 p >.0.05, 95% CI [-7.70,.70]. 100% of the participants reported that they would recommend the course. This course was co-produced and involved actors with autism and intellectual disability for better learning. The score improved slightly, but not significantly due to a small number of participants. All participants found the course helpful for their clinical practice and would recommend it. The course is best conducted in-person for optimal learning experiences. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A39管理自闭症谱系障碍(ASD)患者从CAMHS的过渡——交互式模拟培训课程
从CAMHS服务到成人精神卫生保健服务的转变对患者、护理人员和专业人员都提出了挑战,服务机构往往管理不善,导致服务使用者本可避免的焦虑和不良经历[1]。对于自闭症患者来说,过渡可能是非常痛苦的,需要仔细考虑和计划以确保护理的连续性。专业人员和服务使用者不清楚哪些资源对自闭症患者是可用的和适当的。本课程旨在为从事儿童心理健康和成人心理健康工作的专业人员提供对自闭症的更好理解,并介绍改善过渡管理和自闭症患者护理的策略。莫兹利学习与ESTIA中心合作,两次提供在线模拟培训课程。本课程旨在为学员提供对自闭症和自闭症患者生活经历的临床理解,让学员掌握以人为本的策略来支持自闭症患者,解决自闭症患者在从儿童到成人的转变过程中面临的挑战,并实施策略来改善对患有精神和身体疾病的自闭症患者的护理。培训以小组破冰和模拟训练的教学介绍开始,以建立心理安全,随后是五个场景,涵盖了ASD的不同方面以及ASD患者在过渡期间面临的挑战。为了增加更高的保真度和更好的学习体验,我们邀请了自闭症和智力残疾的演员。莫兹利汇报模型用于为参与者的贡献提供建设性的反馈,促进积极的学习经验。参与者在课程前后完成了一份调查问卷,评估他们对课程相关技能的信心。他们还就自己的经验和应用所学知识的意愿提供了定性反馈。配对样本t检验未发现课程前(M =16.75, SD = 2.50)和课程后(M = 20.25, SD = 0.50)的课程特异性问题得分有显著差异,t(2.64)=3 p > 0.05, 95% CI[-7.70, 0.70]。100%的参与者报告说他们会推荐这门课程。这门课程是由自闭症和智力残疾的演员共同制作的,目的是为了更好地学习。分数略有提高,但并不明显,因为参与者人数少。所有参与者均认为该课程对其临床实践有帮助,并愿意推荐该课程。为了获得最佳的学习体验,本课程最好是亲自授课。作者确认已符合研究行为和传播的所有相关伦理标准。提交作者确认已获得相关的伦理批准(如适用)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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