Strengthening PNP Curricula in Mental/Behavioral Health and Evidence-based Practice

Melnyk, Bernadette Mazurek; Hawkins-Walsh, Elizabeth; Beauchesne, Michelle A.; Brandt, Patricia; Crowley, Angela A.; Choi, Myunghan; Greenburg, Edward

doi:10.1016/j.pedhc.2009.01.004

Cited by 15 publications

(13 citation statements)

References 12 publications

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“…• Model curriculum for PNPs in early mental health promotion and psychosocial morbidities (Melnyk et al, 2010). 2015), Hoffses et al (2016).…”

Section: Resultsmentioning

confidence: 99%

“…A pediatric health assessment course provides students with the skills to assess behavioral and mental health risks as well as physical health. In 2004 the Association of Faculties of Pediatric Nurse Practitioners (AFPNP) was awarded a grant by the Commonwealth Fund to implement and evaluate a national curriculum for students in 20 PNP programs that promoted the use of validated screening tools and evidence-based interventions for mental health concerns in primary care (Hawkins-Walsh et al, 2011;Melnyk et al, 2010). Licensure as a nurse practitioner is dependent upon continued maintenance of certification.…”

mentioning

confidence: 99%

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Workforce Development to Enhance the Cognitive, Affective, and Behavioral Health of Children and Youth: Opportunities and Barriers in Child Health Care Training

Boat¹,

Land²,

Leslie³

et al. 2016

NAM Perspectives

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Responsibility for cognitive, affective, and behavioral (CAB) health of children and adolescents (hereafter "youth") has traditionally been shared among families, education systems, communities, and the health care delivery system. Within routine child health care, increasing but spotty attention is paid to early cognitive, emotional, and behavioral development. Those most intensively trained in emotional development and the clinical behavioral sciences (e.g., child and adolescent psychiatrists and psychologists, behavioral and developmental pediatricians, and social workers) have historically been segmented from routine child health care. Roles of behavioral clinicians have focused largely on treating those who have troublesome or disabling CAB disorders. Relatively less attention has been paid by any segment of the health care field to CAB health promotion and disorder prevention, starting early in life, or even to early detection and intervention for behavioral problems of youth who do not meet diagnostic criteria (NRC and IOM, 2009b). Much of the innovation in this area has been carried out by prevention scientists who have created evidence-based interventions, primarily targeting activities in community settings, and has not focused on opportunities within primary or subspecialty child health care settings. Preventive interventions adapted for child health care settings and training programs are nascent and will require a revision of training goals and curricula as well as a reorganization of practice for successful implementation.

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“…• Model curriculum for PNPs in early mental health promotion and psychosocial morbidities (Melnyk et al, 2010). 2015), Hoffses et al (2016).…”

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Workforce Development to Enhance the Cognitive, Affective, and Behavioral Health of Children and Youth: Opportunities and Barriers in Child Health Care Training

Boat¹,

Land²,

Leslie³

et al. 2016

NAM Perspectives

Self Cite

View full text Add to dashboard Cite

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“…The approaches is to solve problems of providing health care services which is intentional use of clinical evidences obtained through well-designed studies that integrate clinical expert, values of the patient, and preferences in health care services. Without the best evidences, the practice is soon out of date and induces damages to the patient [38]. The final element of a competency-based approach is to design a set of representation of qualification.…”

Section: Competency-based Curriculummentioning

confidence: 99%

“…Melnyk et al at Yale University showed that about half of the authorities believed that recent graduates are not able to provide health services to the families seeking help. The required skills in the field of mental/behavioral health care services cover a wide range and the curriculum has failed to take into account the screening tools and evidence-based preliminary interventions [38]. Moreover, increasing worries are expressed regarding incompetency of mental health nurses regarding drugs management; although in some countries nurses are not permitted to prescribe medicine [44].…”

Section: Competency-based Curriculum In Mental Health Nursingmentioning

confidence: 99%

Competency-based curriculum education in mental health nursing

Mohtashami¹,

Salsali²,

Pazargadi³

et al. 2013

OJN

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Introduction: The essential problems in providing quality and safety services to patients, rapid changes in health care settings as well as information technology require educational revision. Competency-based curriculum focuses on set of skills that students should achieve. This study reviewed characteristics of competency-based curriculum in psychiatric nursing. Methods: A literature review about a competencybased curriculum in psychiatric mental health nursing was carried out by searching databases including Iran Medex, Iran Doc, and Pub Med with key words such as competency-based education, competencybased curriculum, and competency-based curriculum in psychiatric mental health nursing. No time limitation was considered. Results: Results revealed that over 30 literatures have been done about nursing curriculum, but just several studies were done regarding competency-based curriculum and just a few about competency-based curriculum in psychiatric mental health nursing. Conclusion: Competencybased curriculum development is one of the essential steps to facilitate teaching-learning process. The revision of curriculum may decrease theory-practice gap and pave the way for graduates to have essential competences for their roles.

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“…There is a postgraduate certification available as an elective option for advanced practice registered nurses (APRNs), the Pediatric Primary Care Mental Health Specialist (PMHS) certification (Hawkins‐Walsh & van Cleve, ; Melnyk et al., ). The PMHS exam is a secondary certification through the Pediatric Nursing Certification Board for APRNs that requires a minimum of 1000 h of APRN primary care behavioral/mental health clinical practice experience within the past 2–3 years and is maintained through completing continuing education contact hours every 3 years (Pediatric Nursing Certification Board, ).…”

Section: Introductionmentioning

confidence: 99%

Survey to child/adolescent psychiatry and developmental/behavioral pediatric training directors to expand psychiatric‐mental health training to nurse practitioners

Schwartz

O’Laughlen

Kim

2017

Journal of the American Association of Nurse Practitioners

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Background There is an ongoing shortage of child mental health professionals. Nurse practitioners (NPs) who completed behavioral and mental health training have proven that they can diagnose and manage many pediatric problems. Purpose To ask the training directors of both child/adolescent psychiatry (CAP) and developmental/behavioral pediatric (DBP) programs about their receptivity and willingness to give additional training for NPs who provide care to children with behavioral and mental health issues and examine the main obstacles to the development of such programs. Methods A survey was sent to 151 CAP and DBP training directors in the United States. Results The return rate was 67% (N = 101). Only 12% expressed objection to the concept of additional NP training in CAP or DBP, but only 53% of training directors currently reported having sufficient faculty to do so. Some training directors reported already having advanced behavioral and mental health training programs for NPs (31%) and most (82%) would consider expanding, if funded. Conclusions There is support for advanced training for NPs, but funding is needed to make this a reality. Implications for practice Expansion of such programs might rapidly improve accessibility and reduce waiting time of mental health providers for children and adolescents.

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Strengthening PNP Curricula in Mental/Behavioral Health and Evidence-based Practice

Cited by 15 publications

References 12 publications

Workforce Development to Enhance the Cognitive, Affective, and Behavioral Health of Children and Youth: Opportunities and Barriers in Child Health Care Training

Workforce Development to Enhance the Cognitive, Affective, and Behavioral Health of Children and Youth: Opportunities and Barriers in Child Health Care Training

Competency-based curriculum education in mental health nursing

Survey to child/adolescent psychiatry and developmental/behavioral pediatric training directors to expand psychiatric‐mental health training to nurse practitioners

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