Evaluation of a national training programme to support engagement in mental health services: Learning enablers and learning gains

Frawley, Timothy; Carroll, Lorraine; Casey, Mary; Davies, Carmel; Durning, Jonathan; Halligan, Phil; Joye, Regina; Redmond, Catherine; Fealy, Gerard

doi:10.1111/jpm.12535

Cited by 7 publications

(13 citation statements)

References 37 publications

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“…The student assessment of learning gains (SALG) questionnaire‐free online survey was used to explore students' perceived gains in cognition, skills, attitudes and the format of the inquiry‐based community (Seymour et al., 2000 ). The reliability and validity of the SALG have been previously established (Frawley et al., 2019 ; Redmond et al., 2018 ). A generic template of the survey currently available on the SALG website ( https://salgsite.net/ ) which can be customized to meet the needs of a specific learning module or course was adopted.…”

Section: Methodsmentioning

confidence: 99%

Determining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module

et al. 2021

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As defined in the current literature, a deteriorating patient "is one who moves from one clinical state to a worse clinical state which increases their individual risk of morbidity, including organ dysfunction, protracted hospital stay, disability, or death." (Jones et al., 2013(Jones et al., , pp. 1031(Jones et al., -1032. It is important to emphasize the essential role of nursing students in recognizing the dynamic and changing nature of a patient's condition in addition to vital sign derangement and observations (Alshehry et al., 2020). Previous

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Section: Methodsmentioning

confidence: 99%

Determining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module

et al. 2021

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“…• Patient and public involvement or patient and public engagement or patient and public participation 1,11,42,46,47 -legal duty of commissioners as per the NHS; can involve consultation, planning, public forums, advisory group participation…”

Section: What Is Meant By 'Engagement'?mentioning

confidence: 99%

“…The 10 peer-reviewed papers related to a number of population groups. The primary groups identified were clients (including potential clients, families and carers) of cancer services 42,43 , mental health services 47 , sexual and reproductive health services 50 and general, primary or community-based healthcare 10,38,46,49 , as well as people who were Aboriginal or Torres Strait Islander 10 , older 38,40 and unemployed single parents. 30 Grey literature particularly noted children and young people as a client group.…”

Section: Specific Client Groupsmentioning

confidence: 99%

“…Frawley et al described a training program for patients and family members to develop the skills to participate in local mental health client engagement. 47 Although this training was not specific to any point of the commissioning cycle or single event, it included content relevant to any part of the cycle (for example, understanding how services work, identifying priorities, resolving conflict, committee effectiveness).…”

Section: Information Provisionmentioning

confidence: 99%

“…In one study, patient representative views about cancer research funding proposals were captured via a proposal assessment process 43 (see Section 2.4). The remaining two of the 10 peer-reviewed papers did not include information about how client views might be gathered 47,50 , although Lorenc et al 50 described the development of an online resource that promised to contain such content.…”

Section: Gathering Client Viewsmentioning

confidence: 99%

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Client-centric commissioning

Davies¹,

Buykx²,

Curryer³

et al. 2020

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This Evidence Check review aimed to identify effective approaches to ensuring client participation in the commissioning of human services. Conducted for the NSW Department of Communities and Justice, it will contribute to better understanding how to achieve authentic participation, and inform the revision and ongoing development of a commissioning framework and tools. Although the evidence related to the impact and effectiveness of specific approaches was limited a number of key lessons emerged from the literature. These can be used to guide implementation of modes of client engagement. The review follows an earlier Evidence Check review, Outcomes-based commissioning and consumers.

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Are there any “science people” in undergraduate health science courses? Assessing science identity among pre‐nursing and pre‐allied health students in a community college setting

Perkins,

Royse,

Cooper

et al. 2023

J Res Sci Teach

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Science identity, or one's sense of recognition and competence as a scientist, is an invaluable tool for predicting student persistence and success, but is understudied among undergraduates completing preparatory work for later studies in medicine, nursing, and allied health (“pre‐health career students”). In the United States, pre‐health career students make up approximately half of all biology students and, as professionals, play important roles in caring for an aging, increasingly diverse population, managing the ongoing effects of a pandemic, and navigating socio‐political shifts in public attitudes toward science and evidence‐based medicine. Pre‐health career students are also often members of groups marginalized and minoritized in STEM education, and generally complete their degrees in community college settings, which are chronically under‐resourced and understudied. Understanding these students' science identities is thus a matter of social justice and increasingly important to public health in the United States. We examined science identity and engagement among community college biology students using two scales established and validated for use with STEM students attending four‐year institutions. Exploratory and confirmatory factor analysis were used on two sub‐samples drawn from the pool of 846 participants to confirm that the factor structures functioned as planned among the new population. Science identity values were then compared between pre‐health career students (pre‐nursing and pre‐allied health) and other groups. Pre‐health career students generally reported interest and performance/competence on par with their traditional STEM, pre‐med, and pre‐dentistry peers, challenging popular assumptions about these students' interests and abilities. However, they also reported significantly lower recognition than traditional STEM and pre‐med/dentistry students. The implications for public health, researchers, and faculty are discussed.

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Evaluation of a national training programme to support engagement in mental health services: Learning enablers and learning gains

Cited by 7 publications

References 37 publications

Determining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module

Determining the effects of blended learning using the community of inquiry on nursing students' learning gains in sudden patient deterioration module

Client-centric commissioning

Are there any “science people” in undergraduate health science courses? Assessing science identity among pre‐nursing and pre‐allied health students in a community college setting

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