Literature Collection

BACKGROUND: Perinatal mental illnesses (PMI) affect up to 20% of women and 10% of men during pregnancy and in the first year after the birth of the child. Perinatal mental illness contributes significantly to maternal mortality and adverse neonatal, infant, and child outcomes. Because of the high prevalence and the impact of PMI on both the parents and the infant, there is an urgent need for rapid and effective care. The aim of this scoping review was to identify comprehensive evidence-based guidelines and care models for the prevention and treatment of PMI and summarize their common characteristics. METHODS: We searched manually in several databases and on websites of relevant institutions and contacted experts. We included guidelines and guidance documents based on pre-defined inclusion criteria. RESULTS: We identified six relevant guidelines and care models from four countries (United Kingdom, Ireland, Canada, Australia). The identified documents highlight the need for integrated care models (including prevention, early identification, counseling, treatment), clear referral pathways, stepped-care approaches and multi-professional, coordinated networks. CONCLUSIONS: The 'ideal' care model should consider not only the mental health of the mother, but also that of the father/co-parent and the children, as well as the parent-infant relationship. The results from this scoping review can be used for further discussion and as decision support for designing, developing, and implementing perinatal and infant mental health (PIMH) care.

This case study describes the process of implementing and evaluating an interprofessional collaborative practice (IPCP) program for primary care and behavioral health integration focused on chronic disease management. The result was a strong IPCP program in a nurse-led federally qualified health center serving medically underserved populations. The IPCP program at the Larry Combest Community Health and Wellness Center at the Texas Tech University Health Sciences Center spanned >10 years of planning, development, and implementation, supported by demonstration, grants, and cooperative grants from the Health Resources and Services Administration. The program launched 3 projects: a patient navigation program, an IPCP program for chronic disease management, and a program for primary care and behavioral health integration. We established 3 evaluation domains to track the outcomes of the program: TeamSTEPPS education outcomes (Team Strategies and Tools to Enhance Performance and Patient Safety), process/service measures, and patient clinical and behavioral measures. TeamSTEPPS outcomes were evaluated before and after training on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). Mean (SD) scores increased significantly in team structure (4.2 [0.9] vs 4.7 [0.5]; P < .001), situation monitoring (4.2 [0.8] vs 4.6 [0.5]; P = .002), and communication (4.1 [0.8] vs 4.5 [0.5]; P = .001). From 2014 to 2020, the rate of depression screening and follow-up improved from 16% to 91%, and the hypertension control rate improved from 50% to 62%. Lessons learned include recognizing partner contributions and the worth of each team member. Our program evolved with the help of networks, champions, and collaborative partners. Program outcomes show the positive impact of a team-based IPCP model on health outcomes among medically underserved populations.

BACKGROUND: Integrated behavioral health care (IBH), a team-based approach to care, involves behavioral health providers (BHP) to be utilized in primary care settings. Unfortunately, many BHP and primary care advanced practice nursing students do not receive IBH content in their educational curriculum. This article describes an innovative interprofessional simulation project (ISP) in a virtual IBH setting with primary care nurse practitioner and master's level counseling students. METHOD: The ISP involved students role-playing using case studies while enacting the roles exemplified in the Collaborative Care model (CoCM). Interprofessional faculty collaborated in developing the project and training facilitators and interprofessional students. RESULTS: Of the students and faculty who completed a postsurvey, 87.7% reported an increase in preparedness in learning the CoCM, and 92.6% responded the preparation time for the project was "appropriate." CONCLUSION: The ISP project resulted in high satisfaction and perceived increased preparedness for students and faculty to practice and teach IBH. [J Nurs Educ. 2024; 63(X):XXX-XXX.].