期刊论文详细信息
Trials
Improving the application of a practice guideline for the assessment and treatment of suicidal behavior by training the full staff of psychiatric departments via an e-learning supported Train-the-Trainer program: study protocol for a randomized controlled trial
Ad JFM Kerkhof2  Jan Vink1,10  Bert van Luijn1  Jan Spijker7  Lia Verlinde6  Albert M van Hemert3  Erik van Duijn8  Jos WR Twisk2  Jan Mokkenstorm5  Bastiaan Verwey9  Jos de Keijser4  Marieke H de Groot2  Derek P de Beurs2 
[1] GGZ Center for Mental Health Care, Dimence, The Netherlands;EMGO Institute for Health and Care Research, Amsterdam, The Netherlands;Leiden University Medical Center, Leiden, The Netherlands;Groningen University, Groningen, The Netherlands;GGZ Center for Mental Health Care GGZ in Geest, 113online, Amsterdam, The Netherlands;GGZ Center for Mental Health Care Altrecht, Altrecht, The Netherlands;GGZ Center for Mental Health Care, Propersona, The Netherlands;GGZ Center for Mental Health Care Delfland, Delft, The Netherlands;Rijnstate Hospital, Arnhem, The Netherlands;GGZ Center for Mental Health Care, Rivierduinen, The Netherlands
关键词: Healthcare professionals;    E-learning;    Train-the-trainer;    Suicide prevention;    Implementation;    Guideline;   
Others  :  1094978
DOI  :  10.1186/1745-6215-14-9
 received in 2012-06-25, accepted in 2012-12-18,  发布年份 2013
PDF
【 摘 要 】

Background

In 2012, in The Netherlands a multidisciplinary practice guideline for the assessment and treatment of suicidal behavior was issued. The release of guidelines often fails to change professional behavior due to multiple barriers. Structured implementation may improve adherence to guidelines. This article describes the design of a study measuring the effect of an e-learning supported Train-the-Trainer program aiming at the training of the full staff of departments in the application of the guideline. We hypothesize that both professionals and departments will benefit from the program.

Method

In a multicenter cluster randomized controlled trial, 43 psychiatric departments spread over 10 regional mental health institutions throughout The Netherlands will be clustered in pairs with respect to the most prevalent diagnostic category of patients and average duration of treatment. Pair members are randomly allocated to either the experimental or the control condition. In the experimental condition, the full staff of departments, that is, all registered nurses, psychologists, physicians and psychiatrists (n = 532, 21 departments) will be trained in the application of the guideline, in a one-day small interactive group Train-the-Trainer program. The program is supported by a 60-minute e-learning module with video vignettes of suicidal patients and additional instruction. In the control condition (22 departments, 404 professionals), the guideline shall be disseminated in the traditional way: through manuals, books, conferences, internet, reviews and so on. The effectiveness of the program will be assessed at the level of both health care professionals and departments.

Discussion

We aim to demonstrate the effect of training of the full staff of departments with an e-learning supported Train-the-Trainer program in the application of a new clinical guideline. Strengths of the study are the natural setting, the training of full staff, the random allocation to the conditions, the large scale of the study and the willingness of both staff and management to participate in the study.

Trial registration

Dutch trial register: NTR3092

【 授权许可】

   
2013 de Beurs et al.; licensee BioMed Central Ltd.

【 预 览 】
附件列表
Files Size Format View
20150130180735941.pdf 617KB PDF download
Figure 2. 59KB Image download
Figure 1. 105KB Image download
【 图 表 】

Figure 1.

Figure 2.

【 参考文献 】
  • [1]World Health Organization: Mortality Database. Geneva: WHO; 2003.
  • [2]StatLine Database: Statistics Netherlands. http://statline.cbs.nl/statweb webcite
  • [3]Huisman A: Learning from Suicides. Towards an Improved Supervision Procedure of Suicides in Mental Health Care. Amsterdam: Vrije Universiteit; 2010.
  • [4]Bool M, Blekman J, De Jong S, Ruiter M, Voordouw I: Verminderen van suïcidaliteit. Actualisering van het Advies inzake Suïcide Gezondheidsraad 1986. Utrecht: Trimbos Instituut; 2007.
  • [5]Sahfran R, Clark DM, Fairburn CG, Arntz A, Barlow DH, Ehlers A, Freeston M, Garety PA, Hollon SD, Ost LG, Salkovskis PM, Williams JM, Wilson GT: Mind the gap: improving the dissemination of CBT. Behav Res Ther 2009, 47:902-909.
  • [6]Balkom T, Oostervaan D: Leiden richtlijnen tot een betere klinische praktijk? Tijdschr Psychiatr 2008, 50:323-328.
  • [7]Van Hemert A, Kerkhof A, de Keijser J, Verwey B: Multidisciplinaire richtlijn voor diagnostiek en behandeling van suïcidaal gedrag. Utrecht: Nederlandse Vereniging voor Psychiatrie/Nederlands Intstituut voor Psychologen/Trimbos Instituut; 2012.
  • [8]Cochrane LJ, Olson CA, Murray S, Dupuis M, Tooman T, Hayes S: Gaps between knowing and doing: understanding and assessing the barriers to optimal health care. J Contin Educ Health Prof 2007, 27:94-102.
  • [9]Grol R, Grimshaw J: From best evidence to best practice: effective implementation of change in patients’ care. Lancet 2003, 362:1225-1230.
  • [10]Weinmann S, Koesters M, Becker T: Effects of implementation of psychiatric guidelines on provider performance and patient outcome: systematic review. Acta Psychiatr Scand 2007, 115:420-433.
  • [11]Baker DP, Gustafson S, Beaubien M, Salas E, Barach P: Medical team training programs in health care. In Advances in Patient Safety: from Research to Implementation. Edited by Henriksen K, Battles JB, Marks ES, Lewin DI. Rockville, Maryland, USA: AHRQ Publications; 2005.
  • [12]Grol R, Grimshaw J: Evidence-based implementation of evidence-based medicine. Jt Comm J Qual Improv 1999, 25:503-513.
  • [13]Gross P, Greenfield S, Cretin S, Ferguson J, Grimshaw J, Grol R: Optimal methods for guideline implementation. Med Care 2001, 39:II85-II92.
  • [14]Bloom BS: Effects of continuing medical education on improving physician clinical care and patient health: a review of systematic reviews. Int J Technol Assess Health Care 2005, 21:380-385.
  • [15]Ruiz JG, Mintzer MJ, Leipzig RM: The impact of e-learning in medical education. Acad Med 2006, 81:207-212.
  • [16]Gormley GJ, Collings K, Boohan M, Bickle IC, Stevenson M: Is there a place for e-learning in clinical skills? A survey of undergraduate medical students’ experiences and attitudes. Med Teach 2009, 31:6-12.
  • [17]Knowles M: The Modern Practice of Adult Education: from Pedagogy to Andragogy. New York: The Adult Education Company; 1980.
  • [18]Rogers E: Diffusion of Innovations. 5th edition. New York: Free Press; 2003.
  • [19]Topping KJ: The effectiveness of peer tutoring in further and higher education: a typology and review of the literature. High Educ 1996, 32:321-345.
  • [20]Fincher R, Simpson D, Mennin S, Rosenfeld G, Rothman A, McGrew M, Hansen PA, Mazmanian PE, Turnbull JM: Scholarship in teaching. An imperative for the 21st century. Acad Med 2000, 75:887-894.
  • [21]Goodfellow P, Schofield E: Peer tutorials amongst medical students. Med Educ 2001, 35:1001-1002.
  • [22]Perkins G, Hulme J, Bion J: Peer-led resuscitation training for health care students: a randomised controlled study. Intensive Care Med 2002, 28:698-700.
  • [23]Field M, Burke J, McAllister D, Loyd D: Peer-assisted learning: a novel approach to clinical skills learning for medical students. Med Educ 2007, 41:411-418.
  • [24]Cochrane L, Olson C, Murray S, Dupuin M, Tooman T, Hayes S: Gaps between knowing and doing: understanding and assessing the barriers to optimal health care. J Contin Educ Health Prof 2007, 27:94-102.
  • [25]GGZ Nederland: GGZ instellingen in Nederland. http://www.ggznederland.nl/de-ggz-sector/ggz-instellingen.html webcite]
  • [26]Rivierduinen: Publieksjaarverslag. 2011. http://www.rivierduinen.nl/~/media/_Rivierduinen/Organisatie/Publieksjaarverslag%202011.ashx webcite
  • [27]Goldney D: Suicide Prevention: a Practical Approach. Oxford, UK: Oxford University Press; 2008.
  • [28]Williams J, Barnhofer T, Duggan D: Psychology and suicidal behavior: elaborating the entrapment model. In Prevention and Treatment of Suicidal Behavior: from Science to Practice. Edited by Hawton K. Oxford, UK: Oxford University Press; 2005:71-78.
  • [29]Wasserman D, Rihmer Z, Rujescu D, Sarchiapone M, Sokolowski M, Titelman D, Zalsman G, Zemishlany Z, Carli V, European Psychiatric Association: The European Psychiatric Association (EPA) guidance on suicide treatment and prevention. Eur Psychiatry 2012, 27:129-141.
  • [30]APA: Practice Guideline for the Assessment and Treatment of Patients with Suicidal Behaviors. Washington, DC: American Psychiatric Association; 2003.
  • [31]New Zealand Guideline Group: The Assessment and Management of People at Risk of Suicide. Wellington: New Zealand Guideline Group; 2003.
  • [32]McLean J, Maxwell M, Platt S, Harris F, Jepson R: Risk and Protective Factors for Suicide and Suicidal Behavior. Edinburgh: Scottish Government Social Research; 2008.
  • [33]Tompkins T, Witt J: The short-term effectiveness of a suicide prevention gatekeeper training program in a college setting with residence life advisers. J Prim Prev 2009, 30:131-149.
  • [34]Wyman PA: Randomized trial of a gatekeeper program for suicide prevention: 1-year impact on secondary school staff. J Consult Clin Psychol 2008, 76:104-115.
  • [35]Oordt M, Jobes D, Fonseca V, Schmidt S: Training mental health professionals to assess and manage suicidal behavior: can provider confidence and practice behaviors be altered? Suicide Life Threat Behav 2009, 39:21-32.
  • [36]Scheerder G, Reynders A, Andriessen K, Van Audenhove C: Suicide intervention skills and related factors in community and health professionals. Suicide Life Threat Behav 2010, 40:115-122.
  • [37]Neimeyer RA, Fortner B, Melby D: Personal and professional factors and suicide intervention skills. Suicide Life Threat Behav 2001, 31:71-82.
  • [38]Twisk JWR: Applied Longitudinal Data Analysis for Epidemiology. 4th edition. Cambridge, UK: Cambridge University press; 2003.
  文献评价指标  
  下载次数:33次 浏览次数:18次