Training healthcare providers to respond to intimate partner violence against women

Kalra, Naira; Tanna, Gian Luca Di; García‐Moreno, Claudia

doi:10.1002/14651858.cd012423.pub2

Cited by 63 publications

(77 citation statements)

References 90 publications

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“…Importantly, they showed considerable improvement in knowing they could and should respond. This is consistent with previous research that shows that family violence training can improve healthcare providers' family violence knowledge and readiness to undertake family violence work, although actual behaviors are often harder to shift(Kalra et al, 2021). This too has been reflected in our research where students' general family violence attitudes and opinions on their professional role did not change significantly.…”

supporting

confidence: 92%

“…Despite the WHO's call for healthcare providers to be trained in family violence first‐line response, there is a dearth of family violence training for healthcare providers (Crombie et al, 2017; Kalra et al, 2021), though there has been no comprehensive study of Australian family violence undergraduate curricula. However, there is clear evidence that undergraduate healthcare students have a poor understanding of family violence and how to respond effectively to those in their care who disclose (Beccaria et al, 2013; Doran et al, 2019; Doran & Hutchinson, 2017), which indicates that there is either little education or the existing education could be improved.…”

Section: Introductionmentioning

confidence: 99%

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“One of the most important subjects for a healthcare worker”: Cross‐sectional student evaluation of family violence best practice response curriculum

Ison

Hooker

Allen

et al. 2021

Nursing & Health Sciences

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Family violence can affect the health and well-being of victim-survivors. Nurses and other healthcare providers are well placed to respond to family violence, yet evidence shows that nurses have limited knowledge of family violence and students are unprepared for this work. The objective of this study was to evaluate a pilot of the subject Family Violence Best Practice Response for undergraduate nurses and other healthcare students at an Australian university. The study used a cross-sectional preposttest design. Survey instruments included a modified version of the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS) tool and the World Health Organization Curriculum evaluation tools. Sixty-four students enrolled in the pilot. Participants made significant improvements in their feelings of preparedness to complete family violence work and in their perceived knowledge across a range of clinical practices and knowledge domains. Qualitative data showed students enjoyed the subject and gained valuable knowledge of how to inquire and validate disclosures. Healthcare professionals should receive training and be ready and able to identify and sensitively respond to victim-survivors of family violence when they enter the workforce.

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supporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

“One of the most important subjects for a healthcare worker”: Cross‐sectional student evaluation of family violence best practice response curriculum

Ison

Hooker

Allen

et al. 2021

Nursing & Health Sciences

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“…There is a need for greater commitment to curriculum revision, as evidence demonstrates that integrated education taught at multiple points and in greater quantities can improve healthcare student's attitudes, and to a lesser degree, knowledge and skills in addressing IPV. 21,27,34,35 Since previous data on this topic have been published, there has been a significant Participants were asked to select relevant topics taught at their medical school from a list presented in the questionnaire. Responses were added together where content was taught across multiple disciplines at the one medical school.…”

Section: Discussionmentioning

confidence: 99%

“…24 Yet, future doctors are extremely likely to encounter IPV victims in their clinical practice, and training in IPV identification and management may improve attitudes, knowledge and clinical performance. 21,26,27 For example, a recent study of gender-based violence (GBV) education tools for pre-vocational healthcare students suggested that attitudes towards IPV, and -to a lesser extent -knowledge and skills, were more positively changed by longer, more interactive courses. 21 Note: we understand that some people experiencing IPV prefer the word 'survivor' while others prefer victim or survivor; we have just used the terminology victim in this study.…”

mentioning

confidence: 99%

Intimate partner violence education in Australian medical schools: has anything changed?

Baum

Valpied

Kuruppu

et al. 2022

Australian and New Zealand Journal of Public Health

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Objectives: To describe current intimate partner violence (IPV) education delivery to Australian medical students, and the barriers influencing this delivery, including any changes in the quantity and nature of IPV education delivery since 2010. Methods:A cross-sectional analysis of Australian medical schools providing primary medical degrees was conducted by identifying one staff member, from each of the disciplines of general practice, obstetrics and gynaecology, paediatrics, and where necessary, medical education, to complete an online survey.Results: Sixteen of the 17 medical schools provided IPV education, typically within the general practice or obstetrics and gynaecology curriculum. The median contact hour range was 3-6 hours. Key barriers included time constraints and resource shortages. The overall response rate was 89.5%. Conclusion:Most Australian medical students receive limited IPV education and there is substantial variability in the depth and content of education. The proportion of medical schools providing education and the number of contact hours has only slightly increased.Implications for public health: Effective identification and management of IPV by healthcare providers can significantly improve health outcomes for victims and training in IPV may improve attitudes, knowledge and clinical skills. The need to provide more consistent and comprehensive IPV training for future doctors remains, and it is feasible to include integrated IPV education programs within a crowded medical curriculum.

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“…Recent reviews also found limited evidence for outcomes from routine enquiry, identifying a need for further research and evaluation [49,50]. Several systematic reviews demonstrated that standalone awareness raising did not result in change in behaviour and practices among healthcare providers [51,52].…”

Section: Discussionmentioning

confidence: 99%

Trauma-informed care in UK: where are we? A qualitative study of health policies and professional perspectives

Emsley

Smith

Martin

et al. 2022

Preprint

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Background: Trauma-informed (TI) approach is a framework for a system change intervention that transforms the organisational culture and practices to address the high prevalence and impact of trauma on patients and healthcare providers and prevent re-traumatisation in healthcare services. Our systematic review of TI approaches in primary and community mental healthcare identified limited evidence for its effectiveness in the UK, despite endorsement in various policies. We aimed to explain the evidence-policy gap by analysing how and why TI approaches are represented, understood, and implemented in the UK.Methods: A qualitative study comprising of a document analysis of UK health policies followed by semi-structured interviews with key informants with direct experience of developing and implementing TI approaches. We used the Ready Extract Analyse Distil (READ) approach, and framework method.Results: We analysed 25 documents and interviewed 11 professionals from healthcare organisations and local authorities. Policies from healthcare organisations, local authorities, and Scottish and Welsh governments recommended TI approaches. However, there was no UK-wide strategy, agreed terminology and framework, or robust evidence base. Despite growing endorsement of TI approaches in policies, positive statements were not backed up with legislation, funding or resource allocation. Documents and interviews revealed differing understandings of TI approaches between geographical areas and across services, with disconnected, piecemeal implementation. Professionals explained the current landscape of TI approaches by the lack of high-level strategy and leadership, a need for adequate evaluation funding, and a lack of understanding of the term, existing frameworks and evidence available. They wanted more coordination and collaboration between organisations and regions. We identified factors that affected implementation of TI approaches at the level of organisation (leadership support, bottom-up and top-down development, presence of systemic thinking, organisational culture, resource allocation, competing priorities) and wider context (government support, funding, impact of the COVID-19 pandemic). Professionals had conflicting views on the future of TI approaches, however all agreed that government backing is essential for implementing policies into practice.Conclusions: A coordinated, centralised strategy on TI approaches in health systems, improved funding for evaluation, and education through professional networks about evidence-based TI health systems can increase value and reduce waste in research and implementation of TI approaches in the UK.

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Training healthcare providers to respond to intimate partner violence against women

Cited by 63 publications

References 90 publications

“One of the most important subjects for a healthcare worker”: Cross‐sectional student evaluation of family violence best practice response curriculum

“One of the most important subjects for a healthcare worker”: Cross‐sectional student evaluation of family violence best practice response curriculum

Intimate partner violence education in Australian medical schools: has anything changed?

Trauma-informed care in UK: where are we? A qualitative study of health policies and professional perspectives

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