The Journal of Mental Health Training Education and Practice

Russell, Kirsten; Barnett, Fiona; Varela, Sharon; Rosenbaum, Simon; Stanton, Robert

2024 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-07-2023-0066

The mental and physical health of those residing in Australian rural and remote communities is poorer compared to major cities. Physical health comorbidities contribute to almost 80% of premature mortality for people living with mental illness. Leisure time physical activity (LTPA) is a well-established intervention to improve physical and mental health. To address the physical and mental health of rural and remote communities through LTPA, the community’s level of readiness should be first determined. This study aims to use the community readiness model (CRM) to explore community readiness in a remote Australian community to address mental health through LTPA.Design/methodology/approachIndividual semi-structured interviews were conducted using the CRM on LTPA to address mental health. Quantitative outcomes scored the community’s stage of readiness for LTPA programmes to address mental health using the CRM categories of one (no awareness) to nine (high level of community ownership). Qualitative outcomes were thematically analysed, guided by Braun and Clark.FindingsThe community scored six (initiation) for community efforts and knowledge of LTPA programmes and seven (stabilisation) for leadership. The community’s attitude towards LTPA and resources for programmes scored four (pre-planning), and knowledge of LTPA scored three (vague awareness).Originality/valueTo the best of the authors’ knowledge, this is the first Australian study to use CRM to examine community readiness to use LTPA to improve mental health in a remote community. The CRM was shown to be a useful tool to identify factors for intervention design that might optimise community empowerment in using LTPA to improve mental health at the community level.

Putkuri, Tiina; Sarvasmaa, Anna S.; Lahti, Mari; Laaksonen, Camilla; Axelin, Anna

2024 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-07-2023-0067

This study aims to evaluate the participation and satisfaction of learners with the brief “Mental health promotion in school health care” e-learning course, and to describe factors related to their participation and satisfaction.Design/methodology/approachA convergent mixed-method study with a descriptive, posttest-only design was conducted in Finland. Quantitative data was collected from the learning portal data and via an electronic feedback questionnaire and qualitative data in four focus group discussions.FindingsThe three modules of the course were opened altogether 12,922 times during the 21 months period. The identified factors influencing participation within the course were: favorite methods attracting attention, the relevance of additional information and postprocessing boosting diligence. The learners’ satisfaction with the course was high. The factors identified for improving satisfaction were: filling gaps in earlier education, clear and concise structure and content, inspiring and interesting design and suitability for clinical use. In addition to the primary target group (school nurses), the course was well-participated and evaluated as satisfying among other health and social care professionals as well as undergraduate students.Originality/valueThis study demonstrates demand for brief, fully online mental health trainings among school nurses, but also among other health and social care professionals and students. The results indicate that learners perceive such training as beneficial. This paper also presents a novel training intervention and its pedagogical base.

Partington, Jessica; Brook, Judy; McKeown, Eamonn

2024 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-09-2023-0085

The aim of this study was to explore empirical literature on the experiences of pre-registration student nurses during mental health clinical placements and identify factors that enhance practice learning.Design/methodology/approachAn integrative mixed-methods approach and constant comparative synthesis were chosen. Eligible studies were from 2009 onwards sampling student experiences of mental health placements within undergraduate and postgraduate degree entry to practice nursing programmes, excluding academic-only experiences. The search was last conducted on 14th August 2021 and included MEDLINE, CINAHL and APA PsycINFO databases.FindingsThe search strategy identified 579 studies, of which 10 met the eligibility criteria. Seven of the articles reported qualitative research; two were based on quantitative studies, and one had a mixed-methods design. There was international representation across six countries. All studies examined the experiences of pre-registration student nurses during mental health clinical placements. The total number of participants was 447, comprised of students, nongovernmental organisations and community members.Originality/valueThe review identified four influential themes that enhance practice learning: immersion in the nursing role; relationships that empower autonomous learning; opportunity for defined and subtle skill development; and student experiences of people with mental health needs. Further research is required on culture, subtle skill development and the socialisation process of students with the mental health nurse professional identity.

Wintour, Laura Jane; Joscelyne, Trish

2024 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-05-2023-0047

Child and adolescent mental health services (CAMHS) has been described as “in crisis” and “not fit for purpose”. CAMHS services have undergone a multitude of changes, including policy initiatives, recent growth in demand, decreases in resources and increased pressure. This study aims to explore the experiences of clinical psychologists (CPs) working in CAMHS, leaving CAMHS and working independently with children and families.Design/methodology/approachA qualitative design with semi-structured interviews of ten participants was used. Interviews were analysed using interpretative phenomenological analysis.FindingsResults are represented within 5 themes and 14 sub-themes. Participants felt that over time there had been undesirable changes in CAMHS, which left them reminiscing about the past. Participants felt unable to do their job in CAMHS, meet the needs of children and young people and use their psychology skills. Participants emphasised the importance of colleagues and being part of an multidisciplinary team, which had been missed since working independently, but they also highlighted difficult relationships with managers. Participants felt that working at CAMHS had negatively impacted their emotional and physical well-being and their family life. In contrast, participants felt that working independently meant they could do the job they had wanted to be doing as a CP and had a better work–life balance.Originality/valueThis study had implications for services, where it would be beneficial for the experiences of CPs to be considered in relation to current practice with the view of improving the experiences of staff. Future research would benefit from exploring the experiences of CAMHS staff further.

Azuela, Gilbert; Sutton, Daniel; Van Kessel, Kirsten

2024 The Journal of Mental Health Training Education and Practice

doi: 10.1108/jmhtep-02-2024-0012

Sensory modulation intervention involves using calming and grounding sensory stimuli to support coping with distress and intense emotions. Evaluating the impact of sensory modulation is challenging in inpatient settings due to the numerous variables influencing outcomes in ward environments. This study aims to determine the impact of sensory modulation across all organisational levels including service users, staff confidence and attitudes, ward climate and seclusion events.Design/methodology/approachOrganisational case studies were conducted in two Aotearoa New Zealand inpatient mental health services, using qualitative and quantitative data to explore the effects of a sensory modulation programme.FindingsResults showed that sensory modulation enhanced staff knowledge and confidence in fostering therapeutic relationships and reducing restrictive practices, positively impacted ward climate and provided service users with sensory strategies to use in everyday life.Practical implicationsThe findings captured the complexity of implementation and impact of sensory modulation programmes at individual, group and organisational levels. It is important to recognise the influencing factors and impact of sensory modulation across all levels of service delivery.Originality/valueOrganisational case study methodology offered a unique approach to evaluating the impact of sensory modulation within inpatient mental health services. Data analysis suggests that in addition to managing acute service user distress, sensory modulation impacts broader staff, team and service level outcomes.