Workforce challenges in digital health implementation: How are clinical psychology training programmes developing digital competences?

Abstract

Objectives Digital practice in psychological services is a rapidly expanding and innovative area which is supporting continuation of clinical provision during the COVID-19 pandemic. Training the workforce to deliver safe and effective online psychological provision is key to service success and relies on accurate mapping of competences and current training needs. This paper discusses the initial stage for developing the first digital mental health competence framework for applied psychology in the UK. It reports on the digital training currently provided nationally and barriers/facilitators to acquiring these competencies. Methods Eighteen of the thirty UK Clinical Psychology Doctoral training programmes completed a 16-item survey. This mapped current digital health teaching and skills acquisition for trainee Clinical Psychologists throughout their 3-year pre-registration training. Furthermore, potential barriers and facilitators to developing these digital skills for both trainee and qualified Clinical Psychologists were investigated. Results The quantitative analysis highlighted the majority of respondents viewed developing digital mental health competencies with importance, but were not integrating this into teaching or clinical placements activity. The qualitative, inductive content analysis revealed seven key themes influencing the development of digital mental health skills, with the majority of respondents identifying with two themes; the need for practice guidelines (50% of respondents) and opportunities for digital mental health experience. Conclusions The findings suggest the need for a greater focus on developing the digital health knowledge, skills, and confidence across trainee and qualified Clinical Psychologists. Strategic analysis indicated the need to develop a framework for digital mental health competences across the curriculum and placement experience. Easily accessible learning packages may support the implementation of training nationally.

Training and education in digital psychiatry: A perspective fromAsia‐Pacificregion

“…Countries coming from WHO South‐East Asia region include India, Nepal, Indonesia, Thailand, and Pakistan. Overall, our findings indicate a poor or a lack of an adequate (both in terms of contents and dedicated teaching time) theoretical and practical training in digital psychiatry and related topics disciplines (e.g., e‐health, e‐mental health, telemedicine, telepsychiatry) across different countries here included, which is in line with previous studies (Casà et al, 2021; Cory & Stevens, 2020; Feroz et al, 2021; Jameson et al, 2011; Pinto da Costa et al, 2019; Pote et al, 2021; Tudor Car et al, 2021). However, despite the initial intent was recruiting both LMICs and upper‐middle‐income countries to compare findings and estimate whether WBI may influence the level of training, experience, and knowledge on digital psychiatry, our sample is mainly constituted by six countries, of which only Japan is included in upper‐middle‐income countries, according to the gross national income per capita as published by the World Bank (World Bank Data, 2021).…”

“…Participants who studied their psychiatric training program in Japan also reported higher K scores compared to other countries (p = .004). Participants who currently work in Japan telepsychiatry) across different countries here included, which is in line with previous studies (Casà et al, 2021;Cory & Stevens, 2020;Feroz et al, 2021;Jameson et al, 2011;Pinto da Costa et al, 2019;Pote et al, 2021;Tudor Car et al, 2021) to 5, from the least mature to the most mature digitalization process)…”

Implementation of Therapeutic Virtual Reality Into Psychiatric Care: Clinicians' and Service Managers' Perspectives

“…These were clearly reflected in the current findings, and have practical implications for future dissemination and implementation efforts. Limited telehealth use prior to the COVID-19 pandemic demonstrates that technology accessibility does not guarantee successful dissemination if providers remain uninformed about evidence-based practises or perceive potential risks as outweighing benefits ( 54 ). Thus, given the lack of specific clinical guidelines, and limited treatment protocols and training programs for therapeutic VR, their development and dissemination should be prioritised.…”

“…Targeting concerns and misconceptions related to therapeutic VR's clinical appropriateness will be critical given the stronger influence of negative attitudes (negative predictor) than positive on therapists' intention to use it ( 18 ). It would also be beneficial to embed VR into clinical training programs as part of developing competencies in digital mental health ( 54 ). As the current data were also similar to constructs common in theoretical frameworks [e.g., Consolidated Framework for Implementation Research ( 56 ), Theoretical Domains Framework ( 57 )], these may be suitable tools to guide comprehensive identification of mechanisms of change targets and development of relevant implementation strategies to enhance uptake of therapeutic VR.…”

Corrigendum: Implementation of Therapeutic Virtual Reality Into Psychiatric Care: Clinicians' and Service Managers' Perspectives

“…“Limited telehealth use prior to the COVID-19 pandemic demonstrates that technology accessibility does not guarantee successful dissemination if providers remain uninformed about evidence-based practices or perceive potential risks as outweighing benefits ( 56 ).”…”