An Educational Program for Mental Health Nurses and Community Health Workers from Pacific Island Countries: Results from a Pilot Study

Usher, Kim; Park, Tanya; Trueman, Scott; Redman-MacLaren, Michelle; Casella, Evan; Woods, Cindy

doi:10.3109/01612840.2013.868963

Cited by 7 publications

(4 citation statements)

References 10 publications

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“…These findings are consistent with those from a 4 week training based on the mhGAP that showed increases in knowledge across all cadres of nurses and community health workers in Pacific island countries [44]; and agree with Uganda’s policy guidelines which support CAMH training for all NSHW cadres.…”

Section: Discussionsupporting

confidence: 88%

Does child and adolescent mental health in-service training result in equivalent knowledge gain among cadres of non-specialist health workers in Uganda? A pre-test post-test study

Akol

Nalugya

Nshemereirwe

et al. 2017

Int J Ment Health Syst

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Background: Early identification and management of child and adolescent mental health (CAMH) disorders helps to avert mental illness in adulthood but a CAMH treatment gap exists in Uganda. CAMH integration into primary health care (PHC) through in-service training of non-specialist health workers (NSHW) using the World Health Organisation (WHO) Mental Health Gap Action Programme (mhGAP) Intervention Guide (IG) is a strategy to address this gap. However, results of such training are not supported by information on training development or delivery; and are undifferentiated by NSHW cadre. We aim to describe an in-service CAMH training for NSHW in Uganda and assess cadre-differentiated learning outcomes.Methods: Thirty-six clinical officers, nurses and midwives from 18 randomly selected PHC clinics in eastern Uganda were trained for 5 days on CAMH screening and referral using a curriculum based on the mhGAP-IG version 1.0 and PowerPoint slides from the International Association of Child and Adolescent Psychiatry and Allied Professions (IACA-PAP). The residential training was evaluated through pre-and post-training tests of CAMH knowledge and attitudes using the participants' post-test scores; and the difference between pre-test and post-test scores. Two-tailed t-tests assessed differences in mean pre-test and post-test scores between the cadres; hierarchical linear regression tested the association between cadre and post test scores; and logistic regression evaluated the relationship between cadre and knowledge gain at three pre-determined cut off points.Results: Thirty-three participants completed both pre-and post-tests. Improved mean scores from pre-to post-test were observed for both clinical officers (20% change) and nurse/midwives (18% change). Clinical officers had significantly higher mean test scores than nurses and midwives (p < 0.05) but cadre was not significantly associated with improvement in CAMH knowledge at the 10% (AOR 0.08; 95 CI [0.01, 1.19] Conclusion:We aimed to examine CAMH learning outcomes by NSHW cadre. NSHW cadre does not influence knowledge gain from in-service CAMH training. Thus, an option for integrating CAMH into PHC in Uganda using the mhGAP-IG and IACAPAP PowerPoint slides is to proceed without cadre differentiation.

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Section: Discussionsupporting

confidence: 88%

Does child and adolescent mental health in-service training result in equivalent knowledge gain among cadres of non-specialist health workers in Uganda? A pre-test post-test study

Akol

Nalugya

Nshemereirwe

et al. 2017

Int J Ment Health Syst

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“…Currently a number of training programs in hospitals address to nurses in order to increase nurses' job satisfaction, communication skills, team relationships and decrease job-stressors and psychological distress [27,28]. Additionally a number of education programs for mental health professionals appeared to lead in increased professionals' recovery-promotion behaviors, recovery-oriented practice skills and knowledge [29][30][31].…”

Section: Training Programmentioning

confidence: 99%

Further Training, Educational Needs and Work Challenges of Mental Health Nurses in Greece before the Completion of the Psychiatric Reform

Κούκια¹,

Jd²

2019

J Psychiatry Ment Health

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an indefinite extension and financial support for the implementation of the psychiatric care reform program. Phase C of the Psychargos plan expanded to cover the period 2011-2020. This phase has three lines of action. The first refers to developing regional structures in the community to cover all the needs of the Mental Health and formed on a regional basis. The second refers to designing and implementing strategies to promote the mental health of the general population and the prevention of mental illness. The third relates to organizing the psychiatric care system (sectorization, monitoring, and evaluation) and staff research and training. When the reform process is complete psychiatric nurses will be a part of a larger team of nursing staff working in psychiatric outpatients units [1].In most countries, the tendency for patients with mental disorders is to receive primary care. The reorganization of the majority of mental health services globally refers to the downsizing of the existing mental institutions, reducing the number of long-stay beds and establishing community services [2]. In order for this care to be more effective, researchers evaluated Nurses' knowledge, skills and designed a training course to meet their needs [3]. Countries like Australia completed the reform years ago and highlighted the pivotal role of the Community Mental Health Nurse (CMHN). A study regarding

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“…Continuing education maintains the current practice and provide updates on new theories and evidence of best practice that helps to promote the provision of quality healthcare [17]. Continuing education is the core of nurses lifelong learning and comprises essential aspects for keeping nurses up to date with knowledge and skills [18,19,20]. Continuing education is also directly related to nurses' career satisfaction [21].…”

Section: Introductionmentioning

confidence: 99%

The Need for Mandatory Mental Health Continuing Education among Registered Nurses

Singh¹

2021

TIJNR

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Continuing medical education is integral to lifelong learning and constitutes a vital aspect of keeping registered nurses’ knowledge and skills up to date. This supports best practices and the effectiveness of any interventions. Therefore, the aim of this study was to explore the need for mandatory mental health continuing education for practicing registered nurses. This was a descriptive cross-sectional quantitative study with a sample size of 27 registered nurses working in Health care settings in the Cayman Islands. These participants were selected using non-probability sampling technique. Convenience sampling was the chosen method. A 25 items Questionnaire was used to collect the data. Closed-ended questions, and a Likert scale were used to collect the demographic data and to measure the nurses’ perceptions of the need for the intervention under study. Analysis of the data was accomplished with Microsoft Excel. Descriptive statistics were generated. The results revealed that only a few registered nurses were extremely confident (7.40%) or quite confident (37.0 4%) in their ability to manage the care of patients with mental illnesses. The majority (88.89%) of nurses believed that there is a need for continuous medical education in mental health topics and that it should be mandatory (92%) for registered nurses. They believe and that this will make them more confident in their delivery of care to patients with underlying mental illnesses. Hence, it can be concluded that continuing education in this aspect of nursing will be beneficial for both them and the patients they care for.

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An Educational Program for Mental Health Nurses and Community Health Workers from Pacific Island Countries: Results from a Pilot Study

Cited by 7 publications

References 10 publications

Does child and adolescent mental health in-service training result in equivalent knowledge gain among cadres of non-specialist health workers in Uganda? A pre-test post-test study

Does child and adolescent mental health in-service training result in equivalent knowledge gain among cadres of non-specialist health workers in Uganda? A pre-test post-test study

Further Training, Educational Needs and Work Challenges of Mental Health Nurses in Greece before the Completion of the Psychiatric Reform

The Need for Mandatory Mental Health Continuing Education among Registered Nurses

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