专职医疗临床教育者的心理健康急救培训:前后评价

IF 0.9 4区医学 Q4 REHABILITATION

Physiotherapy Canada Pub Date : 2024-03-06 eCollection Date: 2024-02-01 DOI:10.3138/ptc-2021-0099

Kristin Lo, Geoffrey Ahern, Alyssia Rossetto, Melanie K Farlie

{"title":"专职医疗临床教育者的心理健康急救培训:前后评价","authors":"Kristin Lo, Geoffrey Ahern, Alyssia Rossetto, Melanie K Farlie","doi":"10.3138/ptc-2021-0099","DOIUrl":null,"url":null,"abstract":"Purpose: Health profession students may experience mental health issues during training, and clinical educators report that they don't feel confident in supporting students with these issues. This study explored whether a customized Mental Health First Aid (MHFA) training programme changed the knowledge, perceptions, intentions, and confidence of clinical educators in supporting students with mental health issues in the workplace.Method: Twenty-four allied health clinical educators from a tertiary health service attended a two-day customized MHFA course. The educators completed assessments before (n = 21) and after (n = 23) the course. Quantitative data was analyzed using independent t-tests. Qualitative data was thematically analyzed using content analysis.Results: Knowledge improved significantly (p = <0.001). The confidence to manage students with mental health issues increased significantly (p < 0.001). A significant change in perception was only found with respect to a character in a scenario being dangerous or unpredictable. Intentions to assist co-workers and students with mental health issues improved for all items but not necessarily significantly.Conclusions: This programme improved educators' knowledge of mental health, perceptions of people with mental health issues, intentions of providing help, and confidence to support people with mental health issues.","PeriodicalId":54606,"journal":{"name":"Physiotherapy Canada","volume":"1 1","pages":"55-63"},"PeriodicalIF":0.9000,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10919358/pdf/","citationCount":"0","resultStr":"{\"title\":\"Mental Health First Aid Training for Allied Health Clinical Educators: A Pre- and Post-Evaluation.\",\"authors\":\"Kristin Lo, Geoffrey Ahern, Alyssia Rossetto, Melanie K Farlie\",\"doi\":\"10.3138/ptc-2021-0099\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Purpose: Health profession students may experience mental health issues during training, and clinical educators report that they don't feel confident in supporting students with these issues. This study explored whether a customized Mental Health First Aid (MHFA) training programme changed the knowledge, perceptions, intentions, and confidence of clinical educators in supporting students with mental health issues in the workplace.Method: Twenty-four allied health clinical educators from a tertiary health service attended a two-day customized MHFA course. The educators completed assessments before (n = 21) and after (n = 23) the course. Quantitative data was analyzed using independent t-tests. Qualitative data was thematically analyzed using content analysis.Results: Knowledge improved significantly (p = <0.001). The confidence to manage students with mental health issues increased significantly (p < 0.001). A significant change in perception was only found with respect to a character in a scenario being dangerous or unpredictable. Intentions to assist co-workers and students with mental health issues improved for all items but not necessarily significantly.Conclusions: This programme improved educators' knowledge of mental health, perceptions of people with mental health issues, intentions of providing help, and confidence to support people with mental health issues.\",\"PeriodicalId\":54606,\"journal\":{\"name\":\"Physiotherapy Canada\",\"volume\":\"1 1\",\"pages\":\"55-63\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2024-03-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10919358/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Physiotherapy Canada\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.3138/ptc-2021-0099\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/2/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q4\",\"JCRName\":\"REHABILITATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Physiotherapy Canada","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3138/ptc-2021-0099","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/2/1 0:00:00","PubModel":"eCollection","JCR":"Q4","JCRName":"REHABILITATION","Score":null,"Total":0}

引用次数: 0

摘要

健康专业的学生在培训期间可能会遇到心理健康问题，临床教育工作者报告说，他们对支持这些问题的学生没有信心。本研究探讨了定制的心理健康急救(MHFA)培训计划是否改变了临床教育工作者在工作场所支持有心理健康问题的学生的知识、观念、意图和信心。来自三级医疗服务机构的24名专职医疗临床教育工作者参加了为期两天的定制MHFA课程。教育工作者在课程开始前(n = 21)和结束后(n = 23)分别完成了评估。定量资料采用独立t检验进行分析。采用内容分析法对定性数据进行主题分析。知识水平显著提高(p = <0.001)。管理学生心理健康问题的信心显著增加(p < 0.001)。只有当角色处于危险或不可预测的情境中时，人们的认知才会发生显著变化。帮助同事和学生解决心理健康问题的意愿在所有项目上都有所提高，但不一定是显著的。该方案提高了教育工作者对心理健康的认识、对有心理健康问题的人的看法、提供帮助的意图以及支持有心理健康问题的人的信心。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Mental Health First Aid Training for Allied Health Clinical Educators: A Pre- and Post-Evaluation.

Purpose: Health profession students may experience mental health issues during training, and clinical educators report that they don't feel confident in supporting students with these issues. This study explored whether a customized Mental Health First Aid (MHFA) training programme changed the knowledge, perceptions, intentions, and confidence of clinical educators in supporting students with mental health issues in the workplace.

Method: Twenty-four allied health clinical educators from a tertiary health service attended a two-day customized MHFA course. The educators completed assessments before (n = 21) and after (n = 23) the course. Quantitative data was analyzed using independent t-tests. Qualitative data was thematically analyzed using content analysis.

Results: Knowledge improved significantly (p = <0.001). The confidence to manage students with mental health issues increased significantly (p < 0.001). A significant change in perception was only found with respect to a character in a scenario being dangerous or unpredictable. Intentions to assist co-workers and students with mental health issues improved for all items but not necessarily significantly.

Conclusions: This programme improved educators' knowledge of mental health, perceptions of people with mental health issues, intentions of providing help, and confidence to support people with mental health issues.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Physiotherapy Canada REHABILITATION-

CiteScore

1.90

自引率

20.00%

发文量

审稿时长

>12 weeks

期刊介绍： Physiotherapy Canada is the official, scholarly, refereed journal of the Canadian Physiotherapy Association (CPA), giving direction to excellence in clinical science and reasoning, knowledge translation, therapeutic skills and patient-centred care. Founded in 1923, Physiotherapy Canada meets the diverse needs of national and international readers and serves as a key repository of inquiries, evidence and advances in the practice of physiotherapy. Physiotherapy Canada publishes the results of qualitative and quantitative research including systematic reviews, meta analyses, meta syntheses, public/health policy research, clinical practice guidelines, and case reports. Key messages, clinical commentaries, brief reports and book reviews support knowledge translation to clinical practice. In addition to delivering authoritative, original scientific articles and reports of significant clinical studies, Physiotherapy Canada’s editorials and abstracts are presented in both English and French, expanding the journal’s reach nationally and internationally. Key messages form an integral part of each research article, providing a succinct summary for readers of all levels. This approach also allows readers to quickly get a feel for ‘what is already known’ and ‘what this study adds to’ the subject. Clinician’s commentaries for key articles assist in bridging research and practice by discussing the article’s impact at the clinical level. The journal also features special themed series which bring readers up to date research supporting evidence-informed practice. The Canadian Physiotherapy Association (CPA) is the national professional association representing almost 15,000 members distributed throughout all provinces and territories. CPA’s mission is to provide leadership and direction to the physiotherapy profession, foster excellence in practice, education and research, and promote high standards of health in Canada.