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Lines LE, Kakyo TA, McLaren H, Cooper M, Sivertsen N, Hutton A, Zannettino L, Starrs R, Hartz D, Brown S, Grant J. Interprofessional Education in Child Protection for Preservice Health and Allied Health Professionals: A Scoping Review. TRAUMA, VIOLENCE & ABUSE 2024; 25:2657-2671. [PMID: 38281156 PMCID: PMC11370204 DOI: 10.1177/15248380231221279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/30/2024]
Abstract
Health and allied health professionals are uniquely positioned to collaborate in prevention, early intervention and responses to child maltreatment. Effective collaboration requires comprehensive interprofessional education (IPE), and inadequate collaboration across sectors and professions continually contributes to poor outcomes for children. Little is known about what interprofessional preparation health and allied health professionals receive before initial qualification (preservice) that equips them for interprofessional collaboration and provision of culturally safe care in child protection. This scoping review aimed to identify what is known internationally about IPE in child protection for preservice health and allied health professionals. Thirteen manuscripts reporting 12 studies met the inclusion criteria and were included in the synthesis. Key characteristics of the educational interventions are presented, including target disciplines, core content and their learning objectives and activities. Findings demonstrated primarily low-quality methodologies and educational interventions that had not been replicated beyond their initial context. Many educational interventions did not provide comprehensive content covering the spectrum of prevention, early intervention and responses for all types of child maltreatment, and/or did not clearly indicate how IPE was achieved. Key challenges to delivering comprehensive interprofessional child protection include lack of institutional support and competing priorities across disciplines who must meet requirements of separate regulatory bodies. Consequently, there is a need for further development and robust evaluation of educational interventions to explore how interprofessional collaborative skills for child protection can be developed and delivered in preservice health and allied health professional education.
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Affiliation(s)
- Lauren Elizabeth Lines
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Tracy Alexis Kakyo
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Helen McLaren
- College of Education, Psychology, and Social Work, Flinders University, Adelaide, SA, Australia
| | - Megan Cooper
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Nina Sivertsen
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
- Faculty of Health Sciences, Sámi Nursing, UiT Arctic University of Norway, Hammerfest, Norway
| | - Alison Hutton
- School of Nursing and Midwifery, University of Newcastle, Callaghan, NSW, Australia
- College of Nursing and Health Sciences, Flinders University, Adelaide, SA, Australia
| | - Lana Zannettino
- College of Education, Psychology, and Social Work, Flinders University, Adelaide, SA, Australia
| | - Rebecca Starrs
- College of Education, Psychology, and Social Work, Flinders University, Adelaide, SA, Australia
| | - Donna Hartz
- School of Nursing and Midwifery, Western Sydney University (Parramatta & South) and Western Sydney Local Health District, Penrith, NSW, Australia
- Molly Wardaguga Research Center, Charles Darwin University, Casuarina, NT, Australia
| | - Shannon Brown
- College and Research Services, Flinders University, Adelaide, SA, Australia
| | - Julian Grant
- Faculty of Science and Health, Charles Sturt University, Bathurst, NSW, Australia
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Fletcher R, Regan C, May C, Rennie A, Ludski K, George JS. Developing text-messaging support for fathers after perinatal loss. Women Birth 2024; 37:101594. [PMID: 38508068 DOI: 10.1016/j.wombi.2024.101594] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2023] [Revised: 01/24/2024] [Accepted: 02/27/2024] [Indexed: 03/22/2024]
Abstract
BACKGROUND Perinatal loss is a devastating occurrence for expecting parents. Although both parents are affected, research on fathers' grief has not resulted in effective support services for fathers. AIM To describe a multi-stage co-design process for developing text messaging support for fathers experiencing perinatal loss. METHODS Co-designed text messages were developed in collaboration with a perinatal bereavement organisation, mothers and fathers with lived experience of perinatal loss, and clinicians working with bereaved parents. Bereaved parents responded to a survey about bereaved fathers' information needs (stage 1). A qualitative descriptive data analysis created topics for the generation of text messages (stage 2). Parents with lived experience and clinicians evaluated the messages on importance and clinical fit (stage 3). Messages were revised (stage 4), followed by parent and clinician evaluation and final message revision (stage 5). FINDINGS There were 959 survey respondents; the majority agreed that support for fathers would have been useful; 539 provided comments. Qualitative analysis created twelve topics within three themes, leading to the generation of 64 text messages. Messages were evaluated by 27 lived experience parents and 19 clinicians as important (91.6%) and understandable (91.3%), and 92.5% of clinicians agreed the messages fitted clinical guidelines. Message revision resulted in 59 messages across three themes. The final evaluation by 12 parents and 14 clinicians led to a final revised set of 52 messages. CONCLUSION Text-based support for bereaved fathers can be developed in a co-design process to accord with clinical practice, from topics suggested parents with lived experience.
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Affiliation(s)
- Richard Fletcher
- School of Health Sciences, The University of Newcastle, Callaghan, NSW, Australia.
| | - Casey Regan
- School of Health Sciences, The University of Newcastle, Callaghan, NSW, Australia
| | - Chris May
- School of Health Sciences, The University of Newcastle, Callaghan, NSW, Australia
| | | | | | - Jennifer St George
- School of Health Sciences, The University of Newcastle, Callaghan, NSW, Australia
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Meredith C, McKerchar C, Lacey C. Indigenous approaches to perinatal mental health: a systematic review with critical interpretive synthesis. Arch Womens Ment Health 2023; 26:275-293. [PMID: 37002367 DOI: 10.1007/s00737-023-01310-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/16/2022] [Accepted: 03/19/2023] [Indexed: 05/18/2023]
Abstract
Indigenous mothers and birthing parents experience significant inequities during the perinatal period, with mental health distress causing adverse outcomes for mothers/birthing parents and their infants. Limited literature is available to inform our understanding of solutions to these issues, with research primarily focusing on inequities. Our aim was to conduct a systematic review of Indigenous approaches to treatment of perinatal mental health illness. Following the PRISMA guidelines for systematic literature reviews, an electronic search of CINAHL, Medline, PubMed, Embase, APA PsycInfo, OVID Nursing, Scopus, Web of Science, and Google Scholar databases was conducted in January and February 2022 and repeated in June 2022. Twenty-seven studies were included in the final review. A critical interpretive synthesis informed our approach to the systematic review. The work of (Yamane and Helm J Prev 43:167-190, 2022) was drawn upon to differentiate studies and place within a cultural continuum framework. Across the 27 studies, the majority of participants were healthcare workers and other staff. Mothers, birthing parents, and their families were represented in small numbers. Outcomes of interest included a reduction in symptoms, a reduction in high-risk behaviours, and parental engagement/attachment of mothers/birthing parents with their babies. Interventions infrequently reported significant reductions in mental health symptoms, and many included studies focused on qualitative assessments of intervention acceptability or utility. Many studies focused on describing approaches to perinatal mental health distress or considered the perspectives and priorities of families and healthcare workers. More research and evaluation of Indigenous interventions for perinatal mental health illness is required. Future research should be designed to privilege the voices, perspectives, and experiences of Indigenous mothers, birthing parents, and their families. Researchers should ensure that any future studies should arise from the priorities of the Indigenous population being studied and be Indigenous-led and designed.
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Affiliation(s)
- Cara Meredith
- Māori and Indigenous Health Innovation, University of Otago, Christchurch, New Zealand.
| | | | - Cameron Lacey
- Māori and Indigenous Health Innovation, University of Otago, Christchurch, New Zealand
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Reid C, Bennetts SK, Nicholson JM, Amir LH, Chamberlain C. Rural primary care workforce views on trauma-informed care for parents experiencing complex trauma: A descriptive study. Aust J Rural Health 2023; 31:98-113. [PMID: 36083418 PMCID: PMC10947110 DOI: 10.1111/ajr.12922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2022] [Revised: 08/15/2022] [Accepted: 08/21/2022] [Indexed: 11/28/2022] Open
Abstract
BACKGROUND An important service system for rural parents experiencing complex trauma is primary health care. AIM To investigate workforce knowledge, attitudes and practices, and barriers and enablers to trauma-informed care in rural primary health care. MATERIAL & METHODS This study used a descriptive, cross-sectional design. It involved an on-line survey conducted in 2021 in rural Victoria, Australia. Participants were the primary health care workforce. The main outcome measures were study-developed and included, a 21-item Knowledge, Attitudes and Practices tool, a 16-item Barriers and Enablers to Trauma-Informed Care Implementation tool, and three open-ended questions. RESULTS The 63 respondents were from community health (n = 40, 63%) and child and family services (n = 23, 37%). Many (n = 43, 78%) reported undertaking trauma-informed care training at some point in their career; with 32% (n = 20) during higher education. Respondents self-rated their knowledge, attitudes and practices positively. Perceived enablers were mainly positioned within the service (e.g. workforce motivation and organisational supports) and perceived barriers were largely external structural factors (e.g. availability of universal referral pathways, therapeutic-specific services). Open-ended comments were grouped into four themes: (1) Recognition and understanding; (2) Access factors; (3) Multidisciplinary and collaborative approaches; and (4) Strengths-based and outcome-focused approaches. DISCUSSION & CONCLUSION Primary health care is an important driver of population health and well-being and critical in rural contexts. Our findings suggest this sector needs a rural trauma-informed care implementation strategy to address structural barriers. This also requires policy and system development. Long-term investment in the rural workforce and primary care service settings is essential to integrate trauma-informed care.
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Affiliation(s)
- Carol Reid
- Judith Lumley Centre, School of Nursing and MidwiferyLa Trobe UniversityBundooraVictoriaAustralia
| | - Shannon K. Bennetts
- Judith Lumley Centre, School of Nursing and MidwiferyLa Trobe UniversityBundooraVictoriaAustralia
- Intergenerational Health Group, Murdoch Children's Research InstituteParkvilleVictoriaAustralia
| | - Jan M. Nicholson
- Judith Lumley Centre, School of Nursing and MidwiferyLa Trobe UniversityBundooraVictoriaAustralia
| | - Lisa H. Amir
- Judith Lumley Centre, School of Nursing and MidwiferyLa Trobe UniversityBundooraVictoriaAustralia
| | - Catherine Chamberlain
- Judith Lumley Centre, School of Nursing and MidwiferyLa Trobe UniversityBundooraVictoriaAustralia
- NGANGK YIRA: Murdoch University Research Centre for Aboriginal Health and Social EquityMurdoch UniversityPerthWestern AustraliaAustralia
- Centre for Health EquityThe University of MelbourneMelbourneVictoriaAustralia
- The Lowitja InstituteMelbourneVictoriaAustralia
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