Implementing mental health training programmes for non-mental health trained professionals: A qualitative synthesis

Abstract

IntroductionGiven the prevalence of mental health problems globally, there is an increasing need for the police and other non-mental health trained professionals to identify and manage situations involving individuals with mental health problems. The review aimed to identify and explore qualitative evidence on views and experiences of non-mental health professionals receiving mental health training and the barriers and facilitators to training delivery and implementation.MethodsA meta-synthesis of qualitative evidence on the barriers, facilitators and perceived impact of mental health training programmes for non-mental health trained professionals. Systematic literature searches were undertaken of the following databases: Criminal Justice Abstracts (CJA); MEDLINE; Embase; PsycINFO; ASSIA; CENTRAL; SSCI; ERIC; Campbell Library; Social Care Online and EPOC from 1995 to 2016. Records were independently screened for eligibility by two researchers, data extraction and quality appraisal of studies was also undertaken independently by two researchers. The CASP tool was used to quality appraise included studies. Included studies were synthesised using a meta-ethnographic approach as outlined by Noblit and Hare.Results10,282 records were identified and eight qualitative studies were included. A range of barriers and facilitators to training were identified and related to the delivery and content of training; the use of additional resources; and staff willingness to engage with training and organisational factors. The perceived impact of training was also discussed in terms of how it affects trainees; perceptions of mental health; self-perception; responses to situations involving mental health and the potential of training to reduce injury or physical harm in situations involving mental health. The value of training and how to measure its impact were also discussed.ConclusionFindings from this review have implications for those designing, implementing and evaluating mental health training programmes. It is recommended that research evaluating mental health training includes a qualitative component to ensure that the barriers and facilitators to training and its impact on trainees’ perceptions of mental health are understood.Protocol registration numberPROSPERO: CRD42015015981

Organization of Community Mental Health Services for Persons with a Severe Mental Illness and Comorbid Somatic Conditions: A Systematic Review on Somatic Outcomes and Health Related Quality of Life

“…Integrating training in organizational policy, synthesis of possible barriers and facilitators, and an understanding of the trainees’ confidence and attitude should be assessed before the implementation of training. The literature also highlights the importance of continuous evaluation and adequate supervision during training [ 47 , 48 , 49 , 50 ]. Although training sessions described in the studies included in this review were mainly manual-based, only a limited description of the factors possibly influencing training effectiveness was provided, so specific conclusions concerning the effectivity of the training itself could not be made.…”

The effectiveness of a health promotion intervention on the meaning of life, positive beliefs, and well-being among undergraduate nursing students

“…[ 41 ] Therefore, training mental health is good for undergraduate nursing students’ self-perception, responses to situations, and perceptions of mental health. [ 42 ]…”

Delivering and implementing child and adolescent mental health training for mental health and allied professionals: a systematic review and qualitative meta-aggregation

“…These barriers and facilitators were established by collating the experiences and views of mental health trained professionals, along with any allied professionals who might, in their daily roles, encounter CYP who require mental health support. The review built upon the findings of a similar qualitative review by Scantlebury et al (2018) [30]. Their qualitative synthesis identified several delivery and organisational factors, reported by allied professionals, as predictive of whether or not training was well implemented.…”