跨专业教育干预措施,以及与医疗机构和精神疾病患者相关的实践成果:范围界定综述

Q. Chew, Ethan Jian-Hui Maniam, Kang Sim
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引用次数: 0

摘要

简介本范围综述旨在研究:1)使用 Strosahl 的类型学框架研究跨专业(IPE)干预措施的类型;2)使用 Kirkpatrick 的培训评估模型研究与医疗环境和患者相关的实践成果;3)与精神医疗环境中 IPE 干预措施的有效性相关的促进因素和挑战,以指导未来此类计划的发展。方法:本次范围界定综述按照乔安娜-布里格斯研究所(Joanna Briggs Institute)的范围界定综述方法进行。我们在多个数据库中搜索了从数据库建立到 2023 年 12 月的相关研究。如果文章 1) 涉及精神医疗保健领域的 IPE 干预,2) 报告了与医疗保健环境和患者相关的实践结果,3) 以英语发表,则被纳入其中。相关变量包括使用 Strosahl 类型学的 IPE 干预模式、IPE 干预的促进因素和挑战。结果:共纳入 16 项研究。医疗保健环境中的 IPE 干预成果涉及实践文化的转变、家庭成员的参与以及与其他跨专业团体合作的加强。报告的患者成果包括临床改善(如减少抑郁和焦虑、精神药物使用、改善社会心理功能)、患者赋权、满意度和对治疗的信心。推动因素和挑战包括资源限制、跨专业小组和个人参与以及教学法。讨论IPE 心理保健实践的未来努力可以集中在获得持续的机构支持、确定并投资于有奉献精神的教师、鼓励更多的学习者参与,以及对 IPE 项目结构进行反复修改,以促进跨专业学科的参与,从而更好地为患者提供护理服务。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inter-Professional Education Interventions, and Practice Outcomes Related to Healthcare Setting and Patients Within Mental Healthcare: A Scoping Review
Introduction: This scoping review aimed to examine 1) types of inter-professional (IPE) interventions using Strosahl’s typology framework, 2) practice outcomes related to healthcare setting and patients using Kirkpatrick’s model of training evaluation, and 3) enablers and challenges related to the effectiveness of IPE interventions specific to the mental healthcare setting in order to guide the development of such future programs. Methods: This scoping review was conducted in accordance with the methodology of the Joanna Briggs Institute for scoping reviews. Several databases were searched for relevant studies from database inception until December 2023. Articles were included if it 1) involved IPE interventions within mental healthcare, 2) reported practice outcomes related to healthcare setting and patients, and 3) was published in English. Variables of interest included the mode of IPE intervention using Strosahl’s typology, enablers, and challenges related to IPE interventions. Results: Overall, 16 studies were included. IPE intervention outcomes within healthcare setting related to shifts in practice culture, engagement with family members, and increased collaborations with other inter-professional groups. Reported patient outcomes included clinical improvements (e.g., reduced depression and anxiety, psychotropic drug use, better psychosocial functioning), patient empowerment, satisfaction, and confidence in treatment. The enablers and challenges included resource limitations, inter-professional group and individual participation, and pedagogy. Discussion: Future efforts in IPE mental healthcare practice can focus on garnering sustained institutional support, identifying and investing in committed faculty, encouraging greater learner participation, and making iterative changes to the IPE program structure to facilitate involvement of inter-professional disciplines for better patient care.
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