Development and Implementation of the ‘Clinical Assessment Summary’ for Providing Continuous Clinical Information

2003 ◽  
Vol 11 (3) ◽  
pp. 302-305 ◽  
Author(s):  
John Reilly ◽  
Annette Greenwood ◽  
Samuel Margis ◽  
Devapriya Rudolph
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Mental Health Service ◽  
Clinical Assessment ◽  
Implementation Process ◽  
Clinical Information ◽  
Discharge Summary ◽  
Routine Clinical Practice ◽  
Successful Implementation ◽  
And Training

Objective: To describe the development and implementation of a typed ‘continuous’ clinical summary, with a longitudinal formulation and modular episode-based summaries. Methods: Outline of rationale for this form of summary and the implementation process. Results: Despite identified technical and training difficulties, over 3000 clinical assessment summary documents have been created with successful implementation across a mental health service. Conclusions: A typed continuous summary offers many advantages over a traditional discharge summary and can be implemented in routine clinical practice.

The Effect of Computer-Assisted Interviewing on the Clinical Assessment of Children

1992 ◽  
Vol 26 (2) ◽  
pp. 223-231 ◽  
Author(s):  
Michael Gifford Sawyer ◽  
Aspa Sarris ◽  
Peter Baghurst
Keyword(s):  
Mental Health ◽  
Mental Health Service ◽  
Mental Health Services ◽  
Health Service ◽  
Health Services ◽  
Computer Technology ◽  
Clinical Assessment ◽  
Clinical Information ◽  
Child And Adolescent ◽  
Computer Assisted

This study investigated the effect of providing clinicians with a report from a computer-assisted interview conducted prior to the clinical assessment of children referred to a mental health service. The results suggest that the availability of reports from computer-assisted interviews influenced the type of problems identified by clinicians and the services that they recommended to manage the children's problems. It is suggested that reports from computer-assisted interviews could assist clinicians by collecting a broad range of clinical information describing the problems of clinic-referred children. It is also suggested that considerably more research is needed into the possible benefits of computer technology in child and adolescent mental health services.

scholarly journals Pragmatic neuroscience for clinical psychiatry

2019 ◽  
Vol 215 (01) ◽  
pp. 404-408 ◽  
Author(s):  
J. Douglas Steele ◽  
Martin P. Paulus
Keyword(s):  
Mental Health ◽  
Machine Learning ◽  
Substance Use ◽  
Clinical Practice ◽  
Routine Clinical Practice ◽  
Pragmatic Approach ◽  
And Training ◽  
Program Grant ◽  
Significant Mortality

SummaryMental health and substance use disorders are the leading cause of long-term disability and a cause of significant mortality, worldwide. However, it is widely recognised that clinical practice in psychiatry has not fundamentally changed for over half a century. The Royal College of Psychiatrists is reviewing its trainee curriculum to identify neuroscience that relates to psychiatric practice. To date though, neuroscience has had very little impact on routine clinical practice. We discuss how a pragmatic approach to neuroscience can address this problem together with a route to implementation in National Health Service care. This has implications for altered funding priorities and training future psychiatrists. Five training recommendations for psychiatrists are identified.Declaration of interestJ.D.S. receives direct funding from MRC Program Grant MR/S010351/1 aimed at developing machine learning-based methods for routinely acquired NHS data and indirect funding from the Wellcome Trust STRADL study. M.P.P. receives payments for an UpToDate chapter on methamphetamine and is principal investigator on the following grants: NIGMS P20GM121312 and NIDA U01 DA041089 and receives support from the William K. Warren Foundation.

scholarly journals From clinical guidelines to clinical care – does employee involvement make a difference to implementation?

2019 ◽  
Author(s):  
Liv Kleve ◽  
Line Setre Skarstein ◽  
Irene Elgen
Keyword(s):  
Mental Health ◽  
Mental Health Service ◽  
Health Service ◽  
Clinical Guidelines ◽  
Clinical Care ◽  
Quality Care ◽  
Implementation Process ◽  
Service Evaluation ◽  
Successful Implementation ◽  
Clinical Standards

Abstract Background: Implementation of new knowledge into routine care is a complex endeavour that requires innumerable variables. Involving employees in the change process, good planning and communication as well as a commitment to training has been highlighted as important factors for successful implementation. Acknowledging change as a process may also be helpful. The aim of this paper was to describe the initial phase of the implementation process in changing practices within a child and adolescent mental health service.Method: Prior to the five-year project, an external service evaluation was carried out. The employees expressed a need for a clear direction from management to guide their clinical practice. A vision and strategy for the service was developed. Employees participated in the process of developing clinical standards during the first phase of implementation. Results: Fixsen’s four stage model and the PSDA circle were used to guide the implementation process. The employees developed a template for clinical standard based on national and international clinical guidelines. During the period, 17 clinical standards were established and 10 new evidence based methods were implemented. All service leads (13) and a group of senior clinicians (32) were invited to participate in an evaluation five years after the initial service evaluation. There was overall agreement that the mental health service was developing positively ensuring high quality services for children and adolescents. In addition, both groups agreed that the introduction of clinical standards was important in ensuring quality care.Conclusion: Involving employees in the implementation process seemed to be an important factor in successfully changing a mental health service.

scholarly journals Psychiatry in the future

2004 ◽  
Vol 28 (8) ◽  
pp. 277-278
Author(s):  
Frank Holloway
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Evidence Based Medicine ◽  
Cochrane Collaboration ◽  
Routine Clinical Practice ◽  
Evidence Based ◽  
Policy Makers ◽  
The Future ◽  
The Cochrane Collaboration ◽  
Based Medicine

In an era of evidence-based medicine, policy-makers and researchers are preoccupied by the task of ensuring that advances in research are implemented in routine clinical practice. This preoccupation has spawned a small but growing research industry of its own, with the development of resources such as the Cochrane Collaboration database and journals such as Evidence-Based Mental Health. In this paper, I adopt a philosophically quite unfashionable methodology – introspection – to address the question: how has research affected my practice?

scholarly journals Neuroeducation: Integrating Brain-Based Psychoeducation into Clinical Practice

2016 ◽  
Vol 38 (2) ◽  
pp. 103-115 ◽  
Author(s):  
Raissa Miller
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Best Practices ◽  
Clinical Assessment ◽  
Mental Health Counselors ◽  
Counselor Competence ◽  
Effective Interventions ◽  
Neuroscience Research ◽  
Definition Of ◽  
Learning Principles

Understanding and integrating neuroscience research into clinical practice represents a rapidly growing area in mental health. An expanding body of neuroscience literature increasingly informs clinical practice by validating theory, guiding clinical assessment and conceptualization, directing effective interventions, and facilitating cross-disciplinary communication. Little attention, however, has been given to the use of neuroeducation with clients. In this article, the author provides mental health counselors with a definition of neuroeducation and a rationale for incorporating neuroeducation into clinical practice. The author identifies common neuroeducation topics and offers activity suggestions to illustrate their use in counseling. Finally, the author offers best practices for implementing neuroeducation, including attention to counselor competence, client readiness, and neuroscience of learning principles. Implications for research are also discussed.

Becoming Licensed Means That I Am Now Competent

2019 ◽  
pp. 7-11
Author(s):  
Jeffrey E. Barnett ◽  
Jeffrey Zimmerman
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Clinical Competence ◽  
Education And Training ◽  
Hard Work ◽  
Mental Health Clinicians ◽  
Clinical Experiences ◽  
Graduate Coursework ◽  
And Training ◽  
Over Time

Mental health clinicians invest in many years of hard work to develop their clinical competence through graduate coursework and through supervised clinical experiences. All this is done with the ultimate goal of becoming independently licensed to practice in one’s profession. Because licensure is such an important event, signifying the culmination of so much education and training, it may be natural to believe that becoming licensed means that one is now clinically competent. This chapter addresses how clinical competence and licensure should be viewed and understood. Licensure assesses one’s competence to enter the profession, but it cannot guarantee competence in all areas of clinical practice at the time of licensure or in the future. How to maintain, update, and expand one’s competence over time is addressed. Risks and threats to competence are discussed, and recommendations are provided for ensuring one’s ongoing competence over time.

scholarly journals Contextualizing and pilot testing the Mental Health Gap Action Programme Intervention Guide (mhGAP-IG) to primary healthcare workers in Kilifi, Kenya

2020 ◽  
Vol 7 ◽  
Author(s):  
Mary A. Bitta ◽  
Symon M. Kariuki ◽  
Anisa Omar ◽  
Leonard Nasoro ◽  
Monica Njeri ◽  
...  
Keyword(s):  
Mental Health ◽  
Primary Healthcare ◽  
Implementation Process ◽  
Research Programme ◽  
Rank Test ◽  
Situational Analysis ◽  
Successful Implementation ◽  
Pilot Testing ◽  
Health Gap ◽  
Action Programme

Abstract Background Little data exists about the methodology of contextualizing version two of the Mental Health Gap Action Programme Intervention Guide (mhGAP-IG) in resource-poor settings. This paper describes the contextualisation and pilot testing of the guide in Kilifi, Kenya. Methods Contextualisation was conducted as a collaboration between the KEMRI-Wellcome Trust Research Programme (KWTRP) and Kilifi County Government's Department of Health (KCGH) between 2016 and 2018. It adapted a mixed-method design and involved a situational analysis, stakeholder engagement, local adaptation and pilot testing of the adapted guide. Qualitative data were analysed using content analysis to identify key facilitators and barriers to the implementation process. Pre- and post-training scores of the adapted guide were compared using the Wilcoxon signed-rank test. Results Human resource for mental health in Kilifi is strained with limited infrastructure and outdated legislation. Barriers to implementation included few specialists for referral, unreliable drug supply, difficulty in translating the guide to Kiswahili language, lack of clarity of the roles of KWTRP and KCGH in the implementation process and the unwillingness of the biomedical practitioners to collaborate with traditional health practitioners to enhance referrals to hospital. In the adaptation process, stakeholders recommended the exclusion of child and adolescent mental and behavioural problems, as well as dementia modules from the final version of the guide. Pilot testing of the adapted guide showed a significant improvement in the post-training scores: 66.3% (95% CI 62.4–70.8) v. 76.6% (95% CI 71.6–79.2) (p < 0.001). Conclusion The adapted mhGAP-IG version two can be used across coastal Kenya to train primary healthcare providers. However, successful implementation in Kilifi will require a review of new evidence on the burden of disease, improvements in the mental health system and sustained dialogue among stakeholders.

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