Developing, delivering and evaluating interprofessional clinical risk training in mental health services

Abstract

Aims and MethodThe need for training to prepare mental health professionals to assess and manage risks is now well established. This paper reports on the development, delivery and evaluation of interprofessional clinical risk training in Salford and Manchester since 1998. A training-needs analysis was carried out, followed by post-training evaluation and an impact-monitoring questionnaire.ResultsThe training was very well received by participants, with over 90% of them meeting the objectives and 100% of respondents reporting that the training had a positive impact on their clinical practice more than 12 months afterwards.Clinical ImplicationsThe evaluation of the training demonstrates that a properly planned and delivered 2-day clinical risk assessment course can have a positive impact on the practice of clinicians in mental health services. However, this should be seen only as an introductory course, as more advanced risk training is required. This is currently being delivered and planned.

Development and evaluation of the Clinician Suicide Risk Assessment Checklist

“…The study utilised only subjective selfassessment inventories of changes in knowledge and attitude, and an objective knowledge test. Other studies to find a training effect when using unstandardized self-assessments include Doyle (2003) and Juhnke (1995). This is problematic since although changes in knowledge and selfperceived changes in skills and attitudes may be of interest, they do not demonstrate the trainee's clinical skills and application of knowledge.…”

“…Suicide risk assessment is a key competency required by mental health professionals when working with suicidal clients. This key competency has been reflected in policies and practice, both overseas and in Australia (Doyle, 2003;Schwartz & Rogers, 2004). Risk assessment skills are identified in the National Practice Standards for the Mental Health Workforce (Commonwealth Department of Health and Ageing, 2002) as a required key competency for all mental health workers.…”

Planning and implementing a collaborative clinical placement for medical, nursing and allied health students: A qualitative study

“…Despite the increase, our knowledge of interprofessional education is still limited by an almost exclusive focus on reporting learner outcomes (Doyle et al 2003;Ponzer et al 2004;Hammick et al 2007). As a result, while we have good understanding of the effects (or outputs) of interprofessional education, we know little about its 'inputs'.…”

The Adaptation of a Measure of Confidence in Assessing, Formulating, and Managing Suicide Risk

“…This narrative approach is an effective way to communicate risk and it should result in the development of a proportionate and jointly prepared safety plan (Lewis and Doyle, 2009). structured clinical judgement and risk formulation (Department of Health, 2007), little has been published on attempts to evaluate the impact of training into this approach (Doyle et al, 2003). One established method of evaluating risk training is to use the RAMSES scale designed to assess practitioners' levels of perceived confidence in risk assessment and management.…”