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Evaluating training for collaborative practice for graduate primary care mental health workers

Evaluating training for collaborative practice for graduate primary care mental health workers This paper focuses on a shared learning module on collaborative practice for graduate primary care mental health workers as a case study in formative evaluation that combines qualitative and quantitative methods. Evaluation data are collected across four levels in an attempt to explore issues relating to:• curriculum content• training methods and design• PCMHWs' experiences of the training• outcomes in respect of attitude change and self‐reported changes in knowledge, skills and practice.The paper draws on a review of inter‐professional education undertaken by the British Education Research Association (BERA) to explore what interactive methods of learning are employed in the delivery of the module as a means of fostering improved collaborative practice that can be transferred from the learning environment to the primary care mental health setting. According to Barr et al (2005, p31) inter‐professional education takes place on ‘occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care’.The paper concludes that although limited in its generalisability and the extent to which changes in attitudes and practice can be attributed to the training intervention, there are some useful lessons to be learned for planning and delivering training to promote collaborative working within primary care mental health. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Mental Health Training, Education and Practice Emerald Publishing

Evaluating training for collaborative practice for graduate primary care mental health workers

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Publisher
Emerald Publishing
Copyright
Copyright © 2007 Emerald Group Publishing Limited. All rights reserved.
ISSN
1755-6228
DOI
10.1108/17556228200700023
Publisher site
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Abstract

This paper focuses on a shared learning module on collaborative practice for graduate primary care mental health workers as a case study in formative evaluation that combines qualitative and quantitative methods. Evaluation data are collected across four levels in an attempt to explore issues relating to:• curriculum content• training methods and design• PCMHWs' experiences of the training• outcomes in respect of attitude change and self‐reported changes in knowledge, skills and practice.The paper draws on a review of inter‐professional education undertaken by the British Education Research Association (BERA) to explore what interactive methods of learning are employed in the delivery of the module as a means of fostering improved collaborative practice that can be transferred from the learning environment to the primary care mental health setting. According to Barr et al (2005, p31) inter‐professional education takes place on ‘occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care’.The paper concludes that although limited in its generalisability and the extent to which changes in attitudes and practice can be attributed to the training intervention, there are some useful lessons to be learned for planning and delivering training to promote collaborative working within primary care mental health.

Journal

The Journal of Mental Health Training, Education and Practice – Emerald Publishing

Published: Dec 11, 2007

Keywords: Evaluation; Primary care mental health; Collaboration; Practice

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