TY - JOUR
KW - Clinical Nursing Research
KW - Cooperative Behavior
KW - Data Collection
KW - Education, Nursing
KW - Educational Status
KW - Humans
KW - Interprofessional Relations
KW - Mental Disorders/nursing
KW - Mental Health
KW - Mental Health Services/organization & administration
KW - Models, Educational
KW - Nurse's Role
KW - Patient Care Team
KW - Pilot Projects
KW - Questionnaires
AU - H. M. Priest
AU - P. Roberts
AU - H. Dent
AU - C. Blincoe
AU - D. Lawton
AU - C. Armstrong
A1 - 
AB - AIM: To explore interprofessional attitudes arising from shared learning in mental health. BACKGROUND: Inter-professional education in healthcare is a priority area for improving team-working and communication. Many studies have attempted to evaluate its benefits and challenges, although few emanate from the mental health arena. However, producing evidence to link educational input with clinical outcomes is notoriously difficult. This project attempted to produce evidence for changes in interprofessional attitudes and stereotypes. METHOD(S): Mental health nursing students and clinical psychology trainees participated in inter-professional education. An evaluation tool was designed to evaluate the experience and outcomes, and to consider implications for interprofessional working. RESULTS: There was an increase in clarity regarding roles, approaches and resources, and how to collaborate in practice. There was no significant change in professional identity. Many challenges were identified, including differences in academic level, previous experience, expectations, assessment, motivation and effort. CONCLUSION: Despite the challenges, it remains important to offer collaboration with future mental health colleagues as a foundation for effective team-working. Recommendations are made for creating inter-professional education opportunities for diverse student groups. IMPLICATIONS FOR NURSING MANAGEMENT: Mental health professionals need to work effectively in multidisciplinary teams. Drawing on available guidance, managers should encourage and support team members to undertake shared learning where possible, both within clinical settings and through more formal educational provision. In this way, managers can facilitate collaborative relationships which will pay dividends for the provision of effective mental health care. This project adds to the limited knowledge currently available on interprofessional learning and attitudes within a mental health context.
BT - Journal of nursing management
C5 - Education & Workforce
CP - 4
CY - England
DO - 10.1111/j.1365-2834.2008.00867.x
IS - 4
JF - Journal of nursing management
N2 - AIM: To explore interprofessional attitudes arising from shared learning in mental health. BACKGROUND: Inter-professional education in healthcare is a priority area for improving team-working and communication. Many studies have attempted to evaluate its benefits and challenges, although few emanate from the mental health arena. However, producing evidence to link educational input with clinical outcomes is notoriously difficult. This project attempted to produce evidence for changes in interprofessional attitudes and stereotypes. METHOD(S): Mental health nursing students and clinical psychology trainees participated in inter-professional education. An evaluation tool was designed to evaluate the experience and outcomes, and to consider implications for interprofessional working. RESULTS: There was an increase in clarity regarding roles, approaches and resources, and how to collaborate in practice. There was no significant change in professional identity. Many challenges were identified, including differences in academic level, previous experience, expectations, assessment, motivation and effort. CONCLUSION: Despite the challenges, it remains important to offer collaboration with future mental health colleagues as a foundation for effective team-working. Recommendations are made for creating inter-professional education opportunities for diverse student groups. IMPLICATIONS FOR NURSING MANAGEMENT: Mental health professionals need to work effectively in multidisciplinary teams. Drawing on available guidance, managers should encourage and support team members to undertake shared learning where possible, both within clinical settings and through more formal educational provision. In this way, managers can facilitate collaborative relationships which will pay dividends for the provision of effective mental health care. This project adds to the limited knowledge currently available on interprofessional learning and attitudes within a mental health context.
PP - England
PY - 2008
SN - 1365-2834; 0966-0429
SP - 474
EP - 485
EP - 
T1 - Interprofessional education and working in mental health: In search of the evidence base
T2 - Journal of nursing management
TI - Interprofessional education and working in mental health: In search of the evidence base
U1 - Education & Workforce
U2 - 18405264
U3 - 10.1111/j.1365-2834.2008.00867.x
VL - 16
VO - 1365-2834; 0966-0429
Y1 - 2008
ER -