The Journal of Mental Health Training Education and Practice

Margaret McAllister; Donna Lee Brien; June Alexander; Trudi Flynn

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-07-2013-0026

Purpose – The purpose of this paper is to explore the potential benefits that books, and specifically memoirs, may offer mental health students, positing that first person testimonials may make the complex experiences of a mental health challenge, in this case eating disorders (ED), accessible to learners. Design/methodology/approach – The paper presents a pedagogical approach, based on transformative learning (TL), to assist in encouraging the development of a Recovery Approach in students. TL is a pedagogy that is interested in problematic practices that keep afflicting an area such as mental health, such as the imbalanced focus on learning illness rather than wellbeing, and in pondering and revising the educational solutions. Findings – The paper proposes that forward movement in this area will be based on considering and developing such innovative curricula, and researching its impact. Originality/value – By virtue of their accessibility, memoirs could offer to a large audience the benefits of universality, empathy, hope and guidance. Teachers and learners could be making use of these books in face‐to‐face or online activities. This paper explores the groundwork that is needed before ED memoirs can be confidently recommended as an empowering tool.

Kaybinder Gill; Sabina Kauser; Kalsum Khattack; Fiona Hynes

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-08-2013-0029

Purpose – The purpose of this paper is to outline the role of a new healthcare professional, the physician associate (PA), within the developing National Health Service (NHS), particularly within the specialty of psychiatry. Design/methodology/approach – The authors reviewed the available literature from the UK and the USA on the history and development of PAs, particularly within the UK. The paper focuses on PA training and the role of the PA, specialities in which PAs are employed in the UK and an insight into the role of PAs within psychiatry. This paper also drew upon research and viewpoints of the effectiveness and benefits of employing a PA, along with current misconceptions and limitations of the role. Findings – The initial influx of PAs into the NHS at a time of medical staffing crisis was found to be effective and successful in improving service provision and helping provide continuity of care for patients. Where PAs have been employed they have helped to relieve some of the strain by being a consistent member of the medical team and performing many of the duties of junior doctors. However they are still unable to prescribe and order radiological investigations, but this will come in time as the PA profession push for statutory registration. Originality/value – This paper is one of the first in the UK that gives an overview of the key roles of the PA within the liaison, forensic and community subspecialties of psychiatry.

Gary Lamph; Cameron Latham; Debra Smith; Andrew Brown; Joanne Doyle; Mark Sampson

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-03-2013-0007

Purpose – An innovative training initiative to raise the awareness of personality disorder and enable more effective working with people with personality disorder who come into contact with the wider multi‐agency system has been developed. For the purpose of the training initiative the nationally recognised Knowledge and Understanding Framework (KUF, awareness‐level programme) has been employed. An overview of the comprehensive multi‐agency training initiative will be outlined with reporting and discussion of the outcome data provided within this paper. The paper aims to discuss these issues. Design/methodology/approach – This paper outlines the development and outcomes of a service evaluation study. The utilised outcome measures were carried out at pre‐, post‐ and three‐month follow‐up measures. The Personality Disorder‐Knowledge Attitude and Skills Questionnaire was utilised on the recommendation of the central team. Additionally a Visual Analogue Scale was developed for the purpose of this study was also employed. Findings – Data findings are positive particularly when comparing pre‐ and post‐results and the pre‐ and follow‐up results. There appears to be an apparent peak in results post‐training which could be attributed to the fact that knowledge and understanding is recent and fresh in the delegates mind, however positive results are still reported at follow‐up there does appear to be decline in results and durability of the effect when three‐month follow‐up is compared against the post‐training results. Research limitations/implications – Follow‐up was at three months, which is a relatively short‐time span post‐training it would be of great interest to see in the future if the decline in the three areas continues. If this was followed up and if this pattern continued this could provide us with evidence to support the development of refresher courses. In the future, due to the multi‐agency design of this service evaluation, comparisons of the different sectors, agencies and occupations involved, could also be explored further to establish what multi‐agency areas the training has had the most effect and impact. Practical implications – High levels of demand from multi‐agencies to receive training in personality disorder is reported. Our findings and experience provide evidence that multi‐agencies partners from a variety of professional backgrounds can effectively work in partnership with people with lived experience to effectively deliver the KUF training. Social implications – This innovative roll‐out of KUF training provides evidence that with a little investment, a comprehensive multi‐agency roll‐out of KUF is achievable and can provide statistically significant positive results displaying the effectiveness and change brought about via the KUF training. Originality/value – The originality of this sustainable and low‐cost approach to educating the wider system is reported in this paper. This has lead to the strategy receiving national recognition winning a nursing times award in 2011 and a model of innovative practice nationally.

Brodie Paterson; Kevin McKenna; Vaughan Bowie

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-08-2013-0028

Purpose – The purpose of this paper is to present the results of a Delphi study of trainers in the prevention and safer management of violence in mental health settings that sought to identify and clarify what represents best practice at a European level. Design/methodology/approach – A Delphi method was used to garner the views of a sample of 54 trainers involved in the training of managing violence and aggression on a draft charter of best practice. Findings – A high level of agreement was found with the suggested indicators of best practice but the levels of agreement varied in some key areas and respondents identified a series of omissions from the charter and a number of potential challenges to its implementation. Research limitations/implications – The sample was restricted to Europe and further research is planned to seek the views of a wider sample. Practical implications – The charter will provide a reference document for best practice in the interim. Social implications – Its implementation will require trainers to consciously identify the ethical implications not just of the content of their training buts its overall approach. Originality/value – The study is presently unique in its focus and context but further research in this area is underway designed to complement this study.

Kimberley Wriedt; Daryl Oehm; Brendon Moss; Prem Chopra

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-05-2013-0020

Purpose – Women from culturally and linguistically diverse communities face barriers to accessing perinatal mental health care. Victorian Transcultural Mental Health (VTMH) is a state‐wide service in Victoria, Australia, that supports specialist mental health service providers to improve cultural responsiveness. VTMH provided training for perinatal health professionals in cultural responsiveness. The paper aims to discuss these issues. Design/methodology/approach – A curriculum was specifically developed based on a literature review, consultation forum, and input from members of an industry‐based reference group. An Evaluation Tool was designed to collect participants’ feedback regarding the perceived relevance of the training content and its impact on practice. Responses were analysed using quantitative techniques and thematic analysis. Findings – Nine face‐to‐face training sessions were provided, in metropolitan and rural regions. In all, 174 professionals of various backgrounds (including midwives, mental health professionals, and maternal child health nurses) attended. In all, 161 completed evaluations were received and responses indicated that the training was of high relevance to the target workforce, that the training would have implications for their practice, and support was given for further training to be delivered using online methods. Research limitations/implications – First, an assessment of the cultural competence of participants prior to enrolment in the course was not conducted, and no matched control group was available for comparison with the participants. Second, generalisability of these findings to other settings requires further investigation. Third, the sustainability of the project is an area for further study in the future. Fourth, other methods including direct interviews of focus groups with participants may have yielded more detailed qualitative feedback regarding the effectiveness of the programme. Practical implications – To facilitate the sustainability of the project, following the face‐to‐face training, an online training module and a resource portal were developed, offering links to relevant web sites and resources for health professionals working in this field. Originality/value – The training addressed a significant unmet need for cultural responsiveness training for a diverse range of practitioners in the field of perinatal mental health. Online training can be adapted from face‐to‐face training and it is anticipated that online training will facilitate the sustainability of this initiative.

Pam McGrath; Saras Henderson; Sidney Cabral; David Crompton

2014 The Journal of Mental Health Training Education and Practice

doi: 10.1108/JMHTEP-12-2013-0038

Purpose – The purpose of this paper is to report research findings on the perspectives of overseas trained psychiatrists (OTPs) on the “The Overseas Trained Specialist Up‐Skilling Programme” (OTSUP), initiated in Queensland, Australia to assist OTP's to prepare for the Royal Australian and New Zealand College of Psychiatrist (RANZCP) Fellowship examination. Ascertaining and utilisation of OTP's views about the programme will enable improvements to be made to the programme and better implementation. Design/methodology/approach – An exploratory qualitative design was utilised for the study in order to provide insights on the quality and effectiveness of the OTSUP. Findings – Centred around two main themes. The first theme included participant's knowledge about the up‐skilling programme with its subthemes of “finding out about the programme”; “perceived aims of the programme”; and “educational events supporting the programme”. The second theme revolved around participants’ perceived benefits of the up‐skilling programme with its four subthemes such as, first, individualised support, second, the opportunity to improve practical and communication skills through OTSUP educational events, third, access to peer support and fourth, provision of specific information on the RANZCP examination process. Research limitations/implications – Limitations as this was a qualitative study, the findings can only be applicable to a similar context. Nevertheless, the findings do provide support for an educational initiative that assisted the OTS to better prepare for the RANZCP examination. To gain further insight into challenges faced by OTS with successfully passing the examination in less frequent attempts, programmes such as the OTSUP need to be improved and sustained. Originality/value – The findings provide valuable insight into how OTPs view the up‐skilling programme. Moreover, the findings pave the way forward in how the programme can be improved in the future to assist OTPs prepare for the RANZCP examination.