Evaluating the impact of training in psychosocial interventions: a stakeholder approach to evaluation – part II

Abstract

Part I of this article presented an examination of the methodology used in previous psychosocial interventions (PSI) research and the rationale for the collaborative, qualitative design used in this study. In this second article the findings from an evaluation of five short PSI training courses are presented. Findings demonstrated that while the training was positively evaluated by participants and seen to be relevant to practice, the actual dissemination of PSI training into practice was a complex and context dependent process. There was difficulty for course participants in using PSI in practice as discrete, formal interventions. Rather the predominant way participants used PSI in practice was via a process of modifying PSI. The course philosophy, content and mode of delivery impacted on how the respondents constructed PSI as an overall approach to care and working relationships. Participants reported other 'hidden' benefits of training, such as reaffirming practice, increasing confidence and perhaps most powerfully, a change in attitude linked to the importance and impact attached to the service user and carer involvement in delivering the courses. Discussion locates the findings within the findings from previous PSI training evaluations and recommendations are made for a reappraisal of approaches to PSI training and research.

Getting psychosocial interventions into mental health nursing practice: a survey of skill use and perceived benefits to service users

“…These self-reported results broadly mirror the findings of Brooker et al (2003), Gauntlett (2005) and Sin and Scully (2008). These perceptions are encouraging and merit further investigation with respect to service users' awareness of PSI and the impact of enhanced collaborative working as previously noted by Forrest et al (2004) and MacNeela et al (2010). Nurses indicated that service users experienced increased awareness of relapse indicators, enhanced coping skills, a greater understanding of their illness and fewer admissions further to PSI.…”

“…Today, a growing number of mental health practitioners including nurses' in the UK (Stern & Sin 2012), Australia (Mullen 2009), New Zealand (Crow et al 2010) and Denmark (Dalum et al 2011) value the broad panoply of skills, knowledge and framework that PSI provides for their practices. Training courses that are of sufficient duration (Forrest et al 2004) include service level buy in (Maris & Arkle 2008) and clinical supervision (Bradshaw et al 2007, O'Neill et al 2008 are more likely to increase transferability of skills taught to practice. Motivating nurses to translate these skills into practice has revealed a requirement for a two pronged approach both in terms of actual course content and clinical site requisites.…”

The Thorn Course: rhetoric and reality

“…It is also suggested by Munton (1997) that providing the Course develops prestige for universities. In contrast, a study by Forrest et al . (2004) asked trainees on PSI Courses about what they saw as the important factors of the training.…”

An evaluation of education and implementation of psychosocial interventions within one UK mental healthcare trust

“…However, there has been simultaneous attention in the literature to the difficulties and challenges associated with the incorporation of PSI into routine mental health service provision (e.g. Fadden 1997, Brooker & Brabban 2003, Forrest & Masters 2004, Forrest et al. 2004).…”

“…The challenges are multifactorial and are primarily concerned with the workforce development and education (Brooker et al . 2002, Brooker & Brabban 2004, Forrest et al . 2004); clinical and managerial leadership (Cook 2001, McCann & Bowers 2005); and the impact of limited resources on service development in the context of increasing demands (McCann & Bowers 2005).…”