Mental health integration in primary health services after the earthquake in Nepal: a mixed-methods program evaluation

Leichner, Ashley; Akhtar, Aemal; Bháird, Caoimhe Nic a’; Wener, Rebecca; Perera, Shiromi M.; Weissbecker, Inka

doi:10.1017/gmh.2021.8

Cited by 5 publications

(4 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Curricula content was mostly focused on disease and disaster management. Some content was about personal safety and security [ 49 , 50 , 55 , 204 – 206 , 208 , 209 ], waste management [ 66 , 212 , 299 ], mental health [ 95 , 105 , 166 , 172 , 177 , 213 , 221 , 235 , 259 , 277 , 293 ], infection control and prevention [ 139 , 168 , 241 , 264 , 302 ], pest control [ 65 , 66 , 70 , 212 , 216 , 299 ], triage [ 16 , 62 , 91 , 94 , 207 , 271 , 290 ] and stress management [ 31 , 182 , 270 ]. A smaller number of curricula included surgical training [ 98 , 99 , 165 , 323 ], time management [ 223 ], stigma [ 269 ], language and local culture [ 20 ], humanitarian law and leadership [ 102 ], chemical incidents […”

Section: Resultsmentioning

confidence: 99%

Learning interventions and training methods in health emergencies: A scoping review

Utunen,

Balaciano,

Arabi

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

Background Keeping the health workforce and the public informed about the latest evolving health information during a health emergency is critical to preventing, detecting and responding to infectious disease outbreaks or other health emergencies. Having a well-informed, ready, willing, and skilled workforce and an informed public can help save lives, reduce diseases and suffering, and minimize socio-economic loss in affected communities and countries. Providing “just in time” support and opportunities for learning in health emergencies is much needed for capacity building. In this paper, ‘learning intervention’ refers to the provision of ad-hoc, focused, or personalized training sessions with the goal of preparing the health workers for emergencies or filling specific knowledge or skill gaps. We refer to ‘training methods’ as instructional design strategies used to teach someone the necessary knowledge and skills to perform a task. Methods We conducted a scoping review to map and better understand what learning interventions and training methods have been used in different types of health emergencies and by whom. Studies were identified using six databases (Pubmed/Medline, Embase, Hinari, WorldCat, CABI and Web of Science) and by consulting with experts. Characteristics of studies were mapped and displayed and major topic areas were identified. Results Of the 319 records that were included, contexts most frequently covered were COVID-19, disasters in general, Ebola and wars. Four prominent topic areas were identified: 1) Knowledge acquisition, 2) Emergency plans, 3) Impact of the learning intervention, and 4) Training methods. Much of the evidence was based on observational methods with few trials, which likely reflects the unique context of each health emergency. Evolution of methods was apparent, particularly in virtual learning. Learning during health emergencies appeared to improve knowledge, general management of the situation, quality of life of both trainers and affected population, satisfaction and clinical outcomes. Conclusion This is the first scoping review to map the evidence, which serves as a first step in developing urgently needed global guidance to further improve the quality and reach of learning interventions and training methods in this context.

show abstract

Section: Resultsmentioning

confidence: 99%

Learning interventions and training methods in health emergencies: A scoping review

Utunen,

Balaciano,

Arabi

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Other cultures may place more emphasis on family involvement in mental health and psychosocial services, requiring different items to assess the competence of including family members. This was the case original ENACT where experiences in Nepal, Uganda, and Liberia found that family members were often included in sessions (Kohrt et al, 2018;Jordans et al, 2021;Leichner et al, 2021). In South Africa, the benefits of family ⃝ 0 NOT ASSESSED = this factor was not assessed because it was not applicable or because it did not emerge in the session.…”

Section: Discussionmentioning

confidence: 99%

“…The tool, EN hancing A ssessment of C ommon T herapeutic factors (ENACT) (Kohrt et al ., 2015b ), measures a set of identified common factors: those therapeutic competencies and skills thought to be required for a counsellor to adequately deliver any EBI effectively. This tool was initially piloted in Nepal, Liberia, and Uganda (Kohrt et al ., 2018 ; Jordans et al ., 2021 ; Leichner et al ., 2021 ). The ENACT has undergone a robust development process in low resource settings and has shown its utility in assessing the delivery of task-shared EBIs (Kohrt et al ., 2020 ).…”

Section: Introductionmentioning

confidence: 99%

ENhancing Assessment of Common Therapeutic factors (ENACT) tool: adaptation and psychometric properties in South Africa

et al. 2022

View full text Add to dashboard Cite

Background The ENhancing Assessment of Common Therapeutic factors (ENACT) tool measures a set of therapeutic competencies required for the effective psychological intervention, including delivery by non-specialists. This paper describes the systematic adaptation of the ENACT for the South African (SA) context and presents the tool's initial psychometric properties. Methods We employed a four-step process: (1) Item generation: 204 therapeutic factors were generated by SA psychologists and drawn from the original ENACT as potential items; (2) Item relevance: SA therapists identified 96 items that were thematically coded according to their relationship to one another and were assigned to six domains; (3) Item utility: The ENACT-SA scale was piloted by rating recordings of psychological therapy sessions and stakeholder input; and (4) Psychometric properties: Internal consistency and inter-rater reliability of the final 12-item ENACT-SA were explored using Cronbach's alpha and intraclass correlation co-efficient (ICC) for both clinical psychologists and registered counsellors. Results Although the original ENACT provided a framework for developing a tool for use in SA, several modifications were made to improve the applicability of the tool for the SA context, and optimise its adaptability other contexts. The adapted 12-item tool's internal consistency was good, while the inter-rater reliability was acceptable for both clinical psychologists and registered counsellors. Conclusion The ENACT-SA is a reliable tool to assess common factors in psychological treatments. It is recommended that the tool be used in conjunction with assessment protocols and treatment-specific competency measures to fully assess implementation fidelity and potential mechanisms of therapeutic change.

show abstract

“…Most of the articles were descriptive studies on experiences in different countries(12-176), followed by before-after studies (169,173,. Also, we found 19 randomized controlled trials(261-279), 14 cross-sectional studies (280)(281)(282)(283)(284)(285)(286)(287)(288)(289)(290)(291)(292)(293), 12 observational studies(294-305), 7 reviews(306-312), 5 qualitative studies(313-317) and 3 opinion pieces (318)(319)(320). (Table 4 Supplementary material)…”

Section: Overview Of Study Characteristicsmentioning

confidence: 98%

Learning interventions and training methods in health emergencies: A scoping review

Utunen,

Balaciano,

Arabi

et al. 2023

Preprint

View full text Add to dashboard Cite

BackgroundKeeping the health workforce and the public informed with the latest evolving knowledge is critical to preventing, detecting and responding to infectious disease outbreaks or other health emergencies. Having a well informed, ready, willing, and skilled workforce and an informed public can help save lives, reduce diseases and suffering, and minimize socio-economic loss in affected communities and countries. Providing support and opportunities for learning in health emergencies is much needed for capacity building. In this paper, ‘learning intervention’ refers to the provision of ad-hoc, focused, or personalized training sessions with the goal of preparing the health workers for emergencies or filling specific knowledge or skill gaps. We refer to ‘training methods’ as instructional design strategies used to teach someone the necessary knowledge and skills to perform a task.MethodsWe conducted a scoping review to map and better understand what learning interventions and training methods have been used in the different types of health emergencies and with whom. Studies were identified by searching Pubmed/Medline, Embase and consulting with experts.ResultsOf the 319 records that were included, contexts related to COVID-19, disasters in general, Ebola and wars were most frequently covered. Four topic areas were identified: Knowledge evaluation, Emergency Plans, Impact of the learning intervention, and training methods. Much of the evidence was based on observational methods with few trials, which likely reflects the unique context of each health emergency. Evolution of methods was apparent, particularly in virtual learning. Learning during health emergencies appeared to improve knowledge, management, quality of life, satisfaction and clinical outcomes.ConclusionThis is the first scoping review to map the evidence, which serves as a first step to develop urgently needed global guidance to further improve the quality and reach of learning interventions and training methods in this context.

show abstract

Mental health integration in primary health services after the earthquake in Nepal: a mixed-methods program evaluation

Cited by 5 publications

References 23 publications

Learning interventions and training methods in health emergencies: A scoping review

Learning interventions and training methods in health emergencies: A scoping review

ENhancing Assessment of Common Therapeutic factors (ENACT) tool: adaptation and psychometric properties in South Africa

Learning interventions and training methods in health emergencies: A scoping review

Contact Info

Product

Resources

About