Communication skills training for mental health professionals working with people with severe mental illness

Papageorgiou, Alexia; Loke, Yoon K.; Fromage, Michelle

doi:10.1002/14651858.cd010006.pub2

Cited by 28 publications

(22 citation statements)

References 33 publications

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“…At postgraduate level, the effects of communication skills training appear to be weak or evanescent. [74][75][76][77][78][79] In one randomised controlled trial (RCT) of staff training in end-of-life care, 80 communication skills were associated with worse depression among patients in the intervention group.…”

Section: How Does Reflection Stimulate Learning?mentioning

confidence: 99%

A framework and toolkit of interventions to enhance reflective learning among health-care professionals: the PEARL mixed-methods study

Bion

Brookes

Brown

et al. 2020

Health Serv Deliv Res

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Background Although most health care is high quality, many patients and members of staff can recall episodes of a lack of empathy, respect or effective communication from health-care staff. In extreme form, this contributes to high-profile organisational failures. Reflective learning is a universally promoted technique for stimulating insight, constructive self-appraisal and empathy; however, its efficacy tends to be assumed rather than proven. The Patient Experience And Reflective Learning (PEARL) project has used patient and staff experience to co-design a novel reflective learning framework that is based on theories of behaviour and learning. Objective To create a toolkit to help health-care staff obtain meaningful feedback to stimulate effective reflective learning that will promote optimal patient-, family- and colleague-focused behaviours. Design A 3-year developmental mixed-methods study with four interlinked workstreams and 12 facilitated co-design meetings. The Capability, Opportunity, Motivation – Behaviour framework was used to describe factors influencing the behaviour of reflection. Setting This took place at five acute medical units and three intensive care units in three urban acute hospital trusts in England. Participants Patients and relatives, medical and nursing staff, managers and researchers took part. Data sources Two anonymous surveys, one for patients and one for staff, were developed from existing UK-validated instruments, administered locally and analysed centrally. Ethnographers undertook interviews and observed clinical care and reflective learning activities in the workplace, as well as in the co-design meetings, and fed back their observations in plenary workshops. Main outcome measures Preliminary instruments were rated by participants for effectiveness and feasibility to derive a final set of tools. These are presented in an attractively designed toolbox with multiple sections, including the theoretical background of reflection, mini guides for obtaining meaningful feedback and for reflecting effectively, guides for reflecting ‘in-action’ during daily activities, and a set of resources. Results Local project teams (physicians, nurses, patients, relatives and managers) chaired by a non-executive director found the quarterly reports of feedback from the patient and staff surveys insightful and impactful. Patient satisfaction with care was higher for intensive care units than for acute medical units, which reflects contextual differences, but in both settings quality of communication was the main driver of satisfaction. Ethnographers identified many additional forms of experiential feedback. Those that generated an emotional response were particularly effective as a stimulus for reflection. These sources of data were used to supplement individual participant experiences in the nine local co-design meetings and four workshops to identify barriers to and facilitators of effective reflection, focusing on capability, opportunity and motivation. A logic model was developed combining the Capability, Opportunity, Motivation – Behaviour framework for reflection and theories of learning to link patient and staff experience to changes in downstream behaviours. Participants proposed practical tools and activities to enhance reflection ‘in-action’ and ‘on-action’. These tools were developed iteratively by the local and central project teams. Limitations Paper-based surveys were burdensome to administer and analyse. Conclusions Patients and health-care staff collaborated to produce a novel reflective learning toolkit. Future work The toolkit requires evaluating in a cluster randomised controlled trial. Funding This project was funded by the National Institute for Health Research (NIHR) Health Services and Delivery Research programme and will be published in full in Health Services and Delivery Research; Vol. 8, No. 32. See the NIHR Journals Library website for further project information.

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Section: How Does Reflection Stimulate Learning?mentioning

confidence: 99%

A framework and toolkit of interventions to enhance reflective learning among health-care professionals: the PEARL mixed-methods study

Bion

Brookes

Brown

et al. 2020

Health Serv Deliv Res

View full text Add to dashboard Cite

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“…Anaesthetists' do not manage patients with MHI or autism to the same level as a specialist working in these areas. Considering the inconclusive data from the review by Papageorgiou, et al [11], one can only imagine what the situation is likely to be in non-mental health specialties. Although undergraduate medical students undergo excellent communication skills training (CST) through role-playing and lectures, the training for specific patient groups may not be sufficient enough to prepare the practitioner for managing these patients, e.g.…”

Section: Casementioning

confidence: 99%

“…However, the review showed mixed results when patient satisfaction, health behaviour, and health status were considered. Papageorgiou, et al [11] conducted a Cochrane review to examine the effectiveness of CST for mental health professionals who work with people with severe mental health illness. The studies examined in this review were of low quality and therefore conclusions could not be drawn as to the efficacy of CST in mental healthcare professionals.…”

Section: Casementioning

confidence: 99%

Peri-Operative Communication with Patients who have Mental Health Illness or Autism: The Need for Communication Skills Training for Anaesthetists

Wilson-Baig¹

2020

J Clin Anesth Pain Manag

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“…However, a review of 243 studies of teaching communication skills to medical undergraduates identified only 16 interventional studies and only two of these reported behavioural outcomes,67 making it difficult to determine whether ‘communication skills’ are sufficient, or even if such courses are effective at all. At postgraduate level, the effects of communication skills training appear to be weak or evanescent,68–73 and in one randomised controlled trial were associated with worse depression among patients in the intervention group 74…”

Section: Introductionmentioning

confidence: 99%

Patient experience and reflective learning (PEARL): a mixed methods protocol for staff insight development in acute and intensive care medicine in the UK

et al. 2019

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IntroductionPatient and staff experiences are strongly influenced by attitudes and behaviours, and provide important insights into care quality. Patient and staff feedback could be used more effectively to enhance behaviours and improve care through systematic integration with techniques for reflective learning. We aim to develop a reflective learning framework and toolkit for healthcare staff to improve patient, family and staff experience.Methods & analysisLocal project teams including staff and patients from the acute medical units (AMUs) and intensive care units (ICUs) of three National Health Service trusts will implement two experience surveys derived from existing instruments: a continuous patient and relative survey and an annual staff survey. Survey data will be supplemented by ethnographic interviews and observations in the workplace to evaluate barriers to and facilitators of reflective learning. Using facilitated iterative co-design, local project teams will supplement survey data with their experiences of healthcare to identify events, actions, activities and interventions which promote personal insight and empathy through reflective learning. Outputs will be collated by the central project team to develop a reflective learning framework and toolkit which will be fed back to the local groups for review, refinement and piloting. The development process will be mapped to a conceptual theory of reflective learning which combines psychological and pedagogical theories of learning, alongside theories of behaviour change based on capability, opportunity and motivation influencing behaviour. The output will be a locally-adaptable workplace-based toolkit providing guidance on using reflective learning to incorporate patient and staff experience in routine clinical activities.Ethics & disseminationThe PEARL project has received ethics approval from the London Brent Research Ethics Committee (REC Ref 16/LO/224). We propose a national cluster randomised step-wedge trial of the toolkit developed for large-scale evaluation of impact on patient outcomes.

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Communication skills training for mental health professionals working with people with severe mental illness

Cited by 28 publications

References 33 publications

A framework and toolkit of interventions to enhance reflective learning among health-care professionals: the PEARL mixed-methods study

A framework and toolkit of interventions to enhance reflective learning among health-care professionals: the PEARL mixed-methods study

Peri-Operative Communication with Patients who have Mental Health Illness or Autism: The Need for Communication Skills Training for Anaesthetists

Patient experience and reflective learning (PEARL): a mixed methods protocol for staff insight development in acute and intensive care medicine in the UK

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