Is training in psychosocial interventions worthwhile? Report of a psychosocial intervention trainee follow-up study
A follow-up study of psychosocial intervention (PSI) trainees from the Sheffield and Maudsley training centres was undertaken in three stages. In Stage 1, 141 students, at two PSI training centres, were sent a simple postal questionnaire to elicit career trajectory following PSI training. A response...
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Veröffentlicht in: | International journal of nursing studies 2003-09, Vol.40 (7), p.731-747 |
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description | A follow-up study of psychosocial intervention (PSI) trainees from the Sheffield and Maudsley training centres was undertaken in three stages. In Stage 1, 141 students, at two PSI training centres, were sent a simple postal questionnaire to elicit career trajectory following PSI training. A response rate of 82% was achieved. The sub-group, who had been trained and who still engaged in clinical practice were identified and followed-up in more detail (
n=96). The effect of PSI training in a range of domains was investigated. The impact of training may not be to equip students with formal technical skills in CBT and family work. What is more likely is that trainees acquired proficiency in: working effectively using a case management model; conveying ‘therapeutic optimism’; enabling users to meet their own goals and helping them to develop better coping strategies; using ‘stress vulnerability’ and formal outcome measures as means of structuring this approach.
The secondary aim of the study was to identify and prioritise the barriers that impede the effective implementation of PSI skills in routine service settings. For the second phase of the survey the response rate was again 82%. This group's service managers were identified and surveyed for the same information and 59% responded. The aim was to gather information about implementation issues from both the clinical and service perspectives. The results of the survey indicate that PSI training has a positive impact on the development of services for people with serious mental health problems although there are serious organisational hurdles for managers, trainees and organisations to overcome if PSI skills are to be properly implemented. Key factors that impact upon faithful implementation are related to resource issues (caseload size), organisational factors (the existence of an implementation plan and training strategy), and the extent to which the trainee's team is supportive. |
doi_str_mv | 10.1016/S0020-7489(03)00013-0 |
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n=96). The effect of PSI training in a range of domains was investigated. The impact of training may not be to equip students with formal technical skills in CBT and family work. What is more likely is that trainees acquired proficiency in: working effectively using a case management model; conveying ‘therapeutic optimism’; enabling users to meet their own goals and helping them to develop better coping strategies; using ‘stress vulnerability’ and formal outcome measures as means of structuring this approach.
The secondary aim of the study was to identify and prioritise the barriers that impede the effective implementation of PSI skills in routine service settings. For the second phase of the survey the response rate was again 82%. This group's service managers were identified and surveyed for the same information and 59% responded. The aim was to gather information about implementation issues from both the clinical and service perspectives. The results of the survey indicate that PSI training has a positive impact on the development of services for people with serious mental health problems although there are serious organisational hurdles for managers, trainees and organisations to overcome if PSI skills are to be properly implemented. Key factors that impact upon faithful implementation are related to resource issues (caseload size), organisational factors (the existence of an implementation plan and training strategy), and the extent to which the trainee's team is supportive.</description><identifier>ISSN: 0020-7489</identifier><identifier>EISSN: 1873-491X</identifier><identifier>DOI: 10.1016/S0020-7489(03)00013-0</identifier><identifier>PMID: 12965165</identifier><language>eng</language><publisher>Oxford: Elsevier Ltd</publisher><subject>Adult ; Biological and medical sciences ; Crisis Intervention - education ; Education, Nursing, Continuing - methods ; Effectiveness ; Female ; Follow-Up Studies ; Follow-up survey ; Followup studies ; Health participants ; Humans ; Implementation ; Inservice Training - methods ; Male ; Medical sciences ; Mental health nurses ; Mentally ill people ; Nursing ; Nursing Education Research ; Psychiatric nurses ; Psychiatric Nursing - education ; Psychosocial intervention ; Psychosocial interventions ; Public health. Hygiene ; Public health. Hygiene-occupational medicine ; Social Support ; Surveys and Questionnaires ; Teaching - methods ; Training</subject><ispartof>International journal of nursing studies, 2003-09, Vol.40 (7), p.731-747</ispartof><rights>2003 Elsevier Science Ltd</rights><rights>2004 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c454t-10e04632f77e617a37370d24957f8a716095be744211cceb7c1988c4bf062eba3</citedby><cites>FETCH-LOGICAL-c454t-10e04632f77e617a37370d24957f8a716095be744211cceb7c1988c4bf062eba3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0020748903000130$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,30977,65306</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=15114305$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/12965165$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Brooker, Charlie</creatorcontrib><creatorcontrib>Saul, Carol</creatorcontrib><creatorcontrib>Robinson, Jeannie</creatorcontrib><creatorcontrib>King, Jenny</creatorcontrib><creatorcontrib>Dudley, Mike</creatorcontrib><title>Is training in psychosocial interventions worthwhile? Report of a psychosocial intervention trainee follow-up study</title><title>International journal of nursing studies</title><addtitle>Int J Nurs Stud</addtitle><description>A follow-up study of psychosocial intervention (PSI) trainees from the Sheffield and Maudsley training centres was undertaken in three stages. In Stage 1, 141 students, at two PSI training centres, were sent a simple postal questionnaire to elicit career trajectory following PSI training. A response rate of 82% was achieved. The sub-group, who had been trained and who still engaged in clinical practice were identified and followed-up in more detail (
n=96). The effect of PSI training in a range of domains was investigated. The impact of training may not be to equip students with formal technical skills in CBT and family work. What is more likely is that trainees acquired proficiency in: working effectively using a case management model; conveying ‘therapeutic optimism’; enabling users to meet their own goals and helping them to develop better coping strategies; using ‘stress vulnerability’ and formal outcome measures as means of structuring this approach.
The secondary aim of the study was to identify and prioritise the barriers that impede the effective implementation of PSI skills in routine service settings. For the second phase of the survey the response rate was again 82%. This group's service managers were identified and surveyed for the same information and 59% responded. The aim was to gather information about implementation issues from both the clinical and service perspectives. The results of the survey indicate that PSI training has a positive impact on the development of services for people with serious mental health problems although there are serious organisational hurdles for managers, trainees and organisations to overcome if PSI skills are to be properly implemented. Key factors that impact upon faithful implementation are related to resource issues (caseload size), organisational factors (the existence of an implementation plan and training strategy), and the extent to which the trainee's team is supportive.</description><subject>Adult</subject><subject>Biological and medical sciences</subject><subject>Crisis Intervention - education</subject><subject>Education, Nursing, Continuing - methods</subject><subject>Effectiveness</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Follow-up survey</subject><subject>Followup studies</subject><subject>Health participants</subject><subject>Humans</subject><subject>Implementation</subject><subject>Inservice Training - methods</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Mental health nurses</subject><subject>Mentally ill people</subject><subject>Nursing</subject><subject>Nursing Education Research</subject><subject>Psychiatric nurses</subject><subject>Psychiatric Nursing - education</subject><subject>Psychosocial intervention</subject><subject>Psychosocial interventions</subject><subject>Public health. Hygiene</subject><subject>Public health. Hygiene-occupational medicine</subject><subject>Social Support</subject><subject>Surveys and Questionnaires</subject><subject>Teaching - methods</subject><subject>Training</subject><issn>0020-7489</issn><issn>1873-491X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2003</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqF0Utv1DAQB3ALgeiy8BFAvvA6BGbiV3KqUMWjUiUkHhI3y3EmrFE2DnbS1X57st0VPUFP9ki_GY_8Z-wpwhsE1G-_ApRQGFnVr0C8BgAUBdxjK6yMKGSNP-6z1V9yxh7l_OuAKqgesjMsa61QqxXLl5lPyYUhDD95GPiY934Tc_TB9Us9UbqmYQpxyHwX07TZbUJP5_wLjUvFY8fdv1uOg4l4F_s-7op55Hma2_1j9qBzfaYnp3PNvn94_-3iU3H1-ePlxburwkslpwKBQGpRdsaQRuOEEQbaUtbKdJUzqKFWDRkpS0TvqTEe66rysulAl9Q4sWYvj3PHFH_PlCe7DdlT37uB4pyt0RJrU6p6kS_-L4UWEmR1J1QGDGJpFqiO0KeYc6LOjilsXdpbBHsI0N4EaA_pWBD2JsDlsmbPTg_MzZba265TYgt4fgIue9d3yQ0-5FunEKWAgzs_Olp--DpQstkHGjy1IZGfbBvDHav8ATipuLE</recordid><startdate>20030901</startdate><enddate>20030901</enddate><creator>Brooker, Charlie</creator><creator>Saul, Carol</creator><creator>Robinson, Jeannie</creator><creator>King, Jenny</creator><creator>Dudley, Mike</creator><general>Elsevier Ltd</general><general>Elsevier Science</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7X8</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope></search><sort><creationdate>20030901</creationdate><title>Is training in psychosocial interventions worthwhile? Report of a psychosocial intervention trainee follow-up study</title><author>Brooker, Charlie ; Saul, Carol ; Robinson, Jeannie ; King, Jenny ; Dudley, Mike</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c454t-10e04632f77e617a37370d24957f8a716095be744211cceb7c1988c4bf062eba3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2003</creationdate><topic>Adult</topic><topic>Biological and medical sciences</topic><topic>Crisis Intervention - education</topic><topic>Education, Nursing, Continuing - methods</topic><topic>Effectiveness</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Follow-up survey</topic><topic>Followup studies</topic><topic>Health participants</topic><topic>Humans</topic><topic>Implementation</topic><topic>Inservice Training - methods</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Mental health nurses</topic><topic>Mentally ill people</topic><topic>Nursing</topic><topic>Nursing Education Research</topic><topic>Psychiatric nurses</topic><topic>Psychiatric Nursing - education</topic><topic>Psychosocial intervention</topic><topic>Psychosocial interventions</topic><topic>Public health. Hygiene</topic><topic>Public health. Hygiene-occupational medicine</topic><topic>Social Support</topic><topic>Surveys and Questionnaires</topic><topic>Teaching - methods</topic><topic>Training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Brooker, Charlie</creatorcontrib><creatorcontrib>Saul, Carol</creatorcontrib><creatorcontrib>Robinson, Jeannie</creatorcontrib><creatorcontrib>King, Jenny</creatorcontrib><creatorcontrib>Dudley, Mike</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>MEDLINE - Academic</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><jtitle>International journal of nursing studies</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Brooker, Charlie</au><au>Saul, Carol</au><au>Robinson, Jeannie</au><au>King, Jenny</au><au>Dudley, Mike</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Is training in psychosocial interventions worthwhile? Report of a psychosocial intervention trainee follow-up study</atitle><jtitle>International journal of nursing studies</jtitle><addtitle>Int J Nurs Stud</addtitle><date>2003-09-01</date><risdate>2003</risdate><volume>40</volume><issue>7</issue><spage>731</spage><epage>747</epage><pages>731-747</pages><issn>0020-7489</issn><eissn>1873-491X</eissn><abstract>A follow-up study of psychosocial intervention (PSI) trainees from the Sheffield and Maudsley training centres was undertaken in three stages. In Stage 1, 141 students, at two PSI training centres, were sent a simple postal questionnaire to elicit career trajectory following PSI training. A response rate of 82% was achieved. The sub-group, who had been trained and who still engaged in clinical practice were identified and followed-up in more detail (
n=96). The effect of PSI training in a range of domains was investigated. The impact of training may not be to equip students with formal technical skills in CBT and family work. What is more likely is that trainees acquired proficiency in: working effectively using a case management model; conveying ‘therapeutic optimism’; enabling users to meet their own goals and helping them to develop better coping strategies; using ‘stress vulnerability’ and formal outcome measures as means of structuring this approach.
The secondary aim of the study was to identify and prioritise the barriers that impede the effective implementation of PSI skills in routine service settings. For the second phase of the survey the response rate was again 82%. This group's service managers were identified and surveyed for the same information and 59% responded. The aim was to gather information about implementation issues from both the clinical and service perspectives. The results of the survey indicate that PSI training has a positive impact on the development of services for people with serious mental health problems although there are serious organisational hurdles for managers, trainees and organisations to overcome if PSI skills are to be properly implemented. Key factors that impact upon faithful implementation are related to resource issues (caseload size), organisational factors (the existence of an implementation plan and training strategy), and the extent to which the trainee's team is supportive.</abstract><cop>Oxford</cop><pub>Elsevier Ltd</pub><pmid>12965165</pmid><doi>10.1016/S0020-7489(03)00013-0</doi><tpages>17</tpages></addata></record> |
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subjects | Adult Biological and medical sciences Crisis Intervention - education Education, Nursing, Continuing - methods Effectiveness Female Follow-Up Studies Follow-up survey Followup studies Health participants Humans Implementation Inservice Training - methods Male Medical sciences Mental health nurses Mentally ill people Nursing Nursing Education Research Psychiatric nurses Psychiatric Nursing - education Psychosocial intervention Psychosocial interventions Public health. Hygiene Public health. Hygiene-occupational medicine Social Support Surveys and Questionnaires Teaching - methods Training |
title | Is training in psychosocial interventions worthwhile? Report of a psychosocial intervention trainee follow-up study |
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