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Younes N, Delaunay AL, Roger M, Serra P, Hirot F, Urbain F, Godart N, Speranza M, Passerieux C, Roux P. Evaluating the effectiveness of a single-day simulation-based program in psychiatry for medical students: a controlled study. BMC MEDICAL EDUCATION 2021; 21:348. [PMID: 34134692 PMCID: PMC8207590 DOI: 10.1186/s12909-021-02708-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Accepted: 04/29/2021] [Indexed: 06/03/2023]
Abstract
BACKGROUND Training in psychiatry requires specific knowledge, attitudes, and skills that are obtainable by simulation, of which the use is only recent and still needs further development. Evidence is accumulating on its effectiveness but requires further validation for medical students. We aimed to evaluate the effectiveness of a single-day optional teaching program in psychiatry by simulation for medical students and validate a scale measuring Confidence in Psychiatric Clinical Skills (CPCQ), as part of the assessment. METHODS This was a controlled study in a French University that compared (using paired-sample Student t-tests) knowledge and attitudes (university grades and CPCQ scores) before, just after teaching with simulated patients, and 2 months later. Satisfaction with the program (including the quality of the debriefing) was also investigated. The CPCQ scale was validated by assessing the factor structure, internal consistency, and test-retest reliability. Finally, a comparison was run with a control group who received the usual psychiatric instruction using covariance analyses. RESULTS Twenty-four medical students were included in the simulation group and 76 in the control group. Just after the simulation, knowledge and attitudes increased significantly in the simulation group. Satisfaction with the training and debriefing was very high. The CPCQ scale showed good psychometric properties: a single-factor structure, acceptable internal consistency (α = 0.73 [0.65-0.85]), and good test-retest reliability (ICC = 0.71 [0.35-0.88]). Two months after the simulation, knowledge and attitudes were significantly higher in the simulation group than the control group, despite a lack of difference in knowledge before the simulation. CONCLUSIONS Adding a simulation program in psychiatry to the usual teaching improved the knowledge and confidence of medical students. The CPCQ scale could be used for the evaluation of educational programs.
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Affiliation(s)
- Nadia Younes
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France.
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatrie de l'Adulte et d'Addictologie, 177 Rue de Versailles, 78157, Le Chesnay, Cedex, France.
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France.
| | - Anne Laure Delaunay
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatre de l'Enfant et de l'Adolescent, F-78157, Le Chesnay, France
| | - M Roger
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatrie de l'Adulte et d'Addictologie, 177 Rue de Versailles, 78157, Le Chesnay, Cedex, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
| | - Pierre Serra
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatrie de l'Adulte et d'Addictologie, 177 Rue de Versailles, 78157, Le Chesnay, Cedex, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
| | - France Hirot
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
- Fondation Santé des Etudiants de France (FSEF), Paris, France
| | - Frédéric Urbain
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
- Département de médecine générale, UFR des sciences de la santé Simone Veil, Université Versailles-Saint-Quentin-en-Yvelines, Paris, France
| | - Nathalie Godart
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
- Fondation Santé des Etudiants de France (FSEF), Paris, France
| | - Mario Speranza
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatre de l'Enfant et de l'Adolescent, F-78157, Le Chesnay, France
| | - Christine Passerieux
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatrie de l'Adulte et d'Addictologie, 177 Rue de Versailles, 78157, Le Chesnay, Cedex, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
| | - Paul Roux
- Université Paris Saclay, Université Versailles Saint Quentin, CESP, Team DevPsy, 94807, Villejuif, France
- Centre Hospitalier Versailles, Service Hospitalo-Universitaire de Psychiatrie de l'Adulte et d'Addictologie, 177 Rue de Versailles, 78157, Le Chesnay, Cedex, France
- Center for medical simulation of UVSQ, Université de Versailles Saint Quentin en Yvelines UFR des Sciences de la Santé Simone Veil, Montigny le Bretonneux, France
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Development of a Questionnaire to Assess Nursing Competencies for the Care of People with Psychiatric Disabilities in a Hospital Environment. Psychiatr Q 2018; 89:699-706. [PMID: 29457189 DOI: 10.1007/s11126-018-9567-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The recovery of people with psychiatric disabilities requires high-quality nursing care. However, the existing research on the nursing competencies needed for caring for people with psychiatric disabilities have been based on a narrow competency framework. By adopting a broader competency framework, this study aimed to find the competencies needed for the nursing care of people with psychiatric disabilities in a hospital environment. Accordingly, a questionnaire will be developed to measure these competences. First, a literature review and interviews with psychiatrists, psychiatric nurses, and people with psychiatric disabilities were conducted to develop the pool of competency items. Second, a pilot study was conducted to review the initial pool of items. Finally, a survey of 581 psychiatric nurses was used to conduct a series of principal component analyses to explore the structure of the questionnaire. The 17-item questionnaire included 5 factors, which accounted for 68.60% of the total variance: sense of responsibility, vocational identification, agreeableness, cooperation capacity, and carefulness; the Cronbach's alpha coefficients were 0.85, 0.85, 0.74, 0.80, and 0.77, respectively. Most of the competencies belonged to attitudes, values, and traits, which were overlooked in previous studies. The questionnaire has satisfactory internal reliability and structural validity, and could contribute some to the selection of the psychiatric workforce.
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Debyser B, Duprez V, Beeckman D, Vandewalle J, Van Hecke A, Deproost E, Verhaeghe S. Mental health nurses and mental health peer workers: Self-perceptions of role-related clinical competences. Int J Ment Health Nurs 2018; 27:987-1001. [PMID: 29194905 DOI: 10.1111/inm.12406] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/18/2017] [Indexed: 11/27/2022]
Abstract
In a mental healthcare that embraces a recovery-oriented practice, the employment of mental health peer workers is encouraged. Although peer workers are increasingly working together with nurses, there is a lack of research that explores how nurses and peer workers perceive their role-related competences in clinical practice. The aim of this study was to clarify and understand these self-perceptions in order to identify the specificity and potential complementarity of both roles. This insight is needed to underpin a successful partnership between both vocations. A qualitative descriptive research design based on principles of critical incident methodology was used. Twelve nurses and eight peer workers from different mental healthcare organizations participated. A total of 132 reported cases were analysed. Rigour was achieved through thick description, audit trail, investigator triangulation and peer review. Nurses relate their role-related competences predominantly with being compliant with instructions, being a team player and ensuring security and control. Peer workers relate their role-related competences with being able to maintain themselves as a peer worker, building up a relationship that is supportive for both the patient and themselves, and to utilize their lived experience. Both nurses and peer workers assign a major role to the team in determining their satisfaction with their competences. Consequently, what is perceived as important for the team appears to overshadow their self-assessment of competences. The findings highlighted the importance of paying more attention to identity construction, empowerment and role competence development of nurses and peer workers in their respective education and ongoing training.
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Affiliation(s)
- Bart Debyser
- Department of Public Health, Ghent University, Ghent, Belgium.,Department of Nursing, VIVES University College, Roeselare, Belgium.,Centre for Psychiatry and Psychotherapy Clinic St Joseph, Psychiatric Hospital, Pittem, Belgium
| | - Veerle Duprez
- Department of Public Health, Ghent University, Ghent, Belgium
| | | | - Joeri Vandewalle
- Department of Public Health, Ghent University, Ghent, Belgium.,Centre for Psychiatry and Psychotherapy Clinic St Joseph, Psychiatric Hospital, Pittem, Belgium
| | - Ann Van Hecke
- Department of Public Health, Ghent University, Ghent, Belgium.,Department of Nursing, Ghent University Hospital, Ghent, Belgium
| | - Eddy Deproost
- Department of Public Health, Ghent University, Ghent, Belgium.,Department of Nursing, VIVES University College, Roeselare, Belgium.,Centre for Psychiatry and Psychotherapy Clinic St Joseph, Psychiatric Hospital, Pittem, Belgium
| | - Sofie Verhaeghe
- Department of Public Health, Ghent University, Ghent, Belgium.,Department of Nursing, VIVES University College, Roeselare, Belgium
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