Literature Collection

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.].

OBJECTIVE: The Children's Depression Rating Scale-Revised (CDRS-R) is widely used in clinical research to assess depression in adolescents; however, limited research explores its measurement properties. This study aimed to test the interrater reliability of the CDRS-R and describe the corresponding measurement error. METHOD: A cross-sectional design was used in the context of a controlled clinical trial. The sample consisted of help-seeking adolescents (N = 55, ages 13-18 years, inclusive) experiencing depressive symptoms. A research analyst administered and coded the CDRS-R to adolescents through a virtual video-based platform with audio and video recordings. A second research analyst independently watched and coded recordings. The lower bound of the 95% CI of the intraclass correlation coefficient with respect to absolute agreement between 2 independent raters was hypothesized to be ≥0.70. RESULTS: The reliability of CDRS-R was calculated as an intraclass correlation coefficient of 0.84 (95% CI 0.71 to 0.91), indicating acceptable reliability. The associated standard error of measurement was 4.67, and the mean difference in scores between raters was 1.13. The limits of agreement were -11.59 to 13.84. CONCLUSION: The findings provide support for the CDRS-R as a tool with adequate interrater reliability to assess depressive symptoms in adolescents. The measurement error parameters can assist in clinical interpretation of differences in scores when adolescents are assessed by multiple raters. CLINICAL TRIAL REGISTRATION INFORMATION: Effectiveness of an Integrated Care Pathway for Depression: Cluster Randomized Controlled Trial (CARIBOU-2); https://clinicaltrials.gov/study/NCT05142683.; This study evaluated the reliability of the Childhood Depression Rating Scale-Revised (CDRS-R), a common interview tool used to assess depression among youth. Researchers found strong agreement among different raters, with a high statistical reliability score of 0.84. These results suggest that the CDRS-R is a consistently reliable assessment tool.; eng