Interprofessional Training in a Psychiatric Study Unit
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 430
- 试验地点
- 1
- 主要终点
- Psychological distress
研究概览
简要总结
Research question and basic idea:
Interprofessional collaboration is a skill that many health professionals need to develop. Interprofessional training offers a way to improve collaboration and patient care. The increasing number of psychiatric patients with complex needs, requires mental healthcare providers to enhance their skills. It necessitates that healthcare professionals collaborate effectively; nevertheless, many have not been trained in an interprofessional environment. Health professionals lack sufficient knowledge of other professional roles and competences to engage in teamwork. Interprofessional training units have been designed to create an optimal learning environment for healthcare students. These training units provide a new environment for learning, where students can learn from each other and develop competence in interprofessional collaboration. This collaboration gives students from several health professions an opportunity to achieve a greater understanding of the overall picture of the patient´s life. The limited data available suggest interprofessional collaboration interventions can improve health-care processes and outcomes; however, better designed studies are needed.
Objective: Therefore, we will investigate whether placement at a psychiatric training unit compared with placement at a standard psychiatric ward improves students' interprofessional skills and patients' health status and satisfaction.
详细描述
Research question and basic idea:
Interprofessional collaboration is a skill that many health professionals need to develop. Interprofessional training offers a way to improve collaboration and patient care. The increasing number of psychiatric patients with complex needs, requires mental healthcare providers to enhance their skills. It necessitates that healthcare professionals collaborate effectively; nevertheless, many have not been trained in an interprofessional environment. Health professionals lack sufficient knowledge of other professional roles and competences to engage in teamwork. Interprofessional study units have been designed to create an optimal learning environment for healthcare students. These study units provide a new environment for learning, where students can learn from each other and develop competence in interprofessional collaboration. This collaboration gives students from several health professions an opportunity to achieve a greater understanding of the overall picture of the patient´s life. The limited data available suggest interprofessional collaboration interventions can improve health-care processes and outcomes; however, better designed studies are needed.
Objective: Therefore, we will investigate whether placement at a psychiatric training unit compared with placement at a standard psychiatric ward improves students' interprofessional skills and patients' health status and satisfaction.
Methods Design We designed a non-randomized intervention study with an intervention group (interprofessional training unit) and a comparison group (conventional inpatient ward). Patients were included in the period October 2016 - March 2018. The two wards were comparable in terms patient categories (psychiatric diagnoses), and the size, staffing and design of wards (17 single-bed rooms in each ward). Students in the intervention group receive interprofessional training in the training unit in Slagelse (SL3), while students in the comparison group receive conventional training in a standard wards (SL2,SL4,SL5). The intervention is an interprofessional clinical training unit including students from nursing, medicine, psychology, social work and nursing assistants.
Questionnaires were administered to both groups at the beginning (T1) and end of hospitalization (T2).
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 65 Years（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students: Health care students in clinical practice from November 2016 - 30 April
- •Patients: Inpatients aged 18-65 suffering from psychiatric disorders such as schizophrenia, psychosis, major depression, bipolar disorder, or severe personality disorder, and admitted October 2016 - March 2018, were included.
排除标准
- •Patients: Patients, who did not consent to participation or failed to complete the questionnaire at the beginning of their stay, were excluded from the study. In addition, patients hospitalized for less than a week, were excluded.
研究组 & 干预措施
Interprofessional study unit
In 2015, Psychiatry in Slagelse established an interprofessional clinical training unit. The aim was to create a new environment for learning, where students could learn from each other and develop competence in interprofessional collaboration. In the training unit there are more students than in the other standard psychiatric wards and several professions are included.
干预措施: Interprofessional clinical training unit (Other)
Standard unit
Students in the control group receive training in standard psychiatric wards.
结局指标
主要结局
Psychological distress
时间窗: Three weeks after admission
We use The Kessler Psychological Distress Scale (K10). Its 10 items measure the experienced level of anxiety and depressive symptoms over the preceding four weeks, with a score range from 10 to 50, higher scores indicating more anxiety and stronger depressive symptoms.
The effect on students' interprofessional skills.
时间窗: Week 9-10 after placement onset
We use the Readiness for Inter Professional Learning Scale (RIPLS): The 29 item questionnaire has four subscales assessing; Teamwork and Collaboration, Negative Professional Identity, Positive Professional Identity, and Roles and Responsibilities. Score range from 29 to 145, with higher scores indicating higer level of readiness of interprofessional learning.
Health status
时间窗: Three weeks after admission
We use Short Form Health Survey (SF-36) to assess the patients' self-reported health status. On the basis of the questionnaire's 36 items, we calculated two summary scores; the physical component score and the mental component score (PCS and MCS, respectively). Scores range from 0 (zero) to 100, with higher scores indicating better health.
次要结局
- Patient Satisfaction(Three weeks after admission)
- The effect on students' interprofessional team collaboration Scale(Week 9-10 after placement onset)
研究者
Sidse Arnfred
Clinical Research Associate Professor in Psychiatry, MD MSc PhD DMSc Dep. Of Clinical Medicine, Faculty of Health and Medicine, University of Copenhagen and Psychiatric Department Slagelse, Region Zealand, Denmark.
Psychiatric Research Unit, Region Zealand, Denmark