Interprofessional Collaboration in School-Based Settings, Part 2: Team Members and Factors Contributing to Collaborative Success

2021 ◽  
pp. 1942602X2110001
Author(s):  
Brittany A. Dale ◽  
Natalie A. Kruzliakova ◽  
Constance E. McIntosh ◽  
Jayanthi Kandiah
Keyword(s):  
Mental Health ◽  
Interprofessional Collaboration ◽  
School Nurse ◽  
Healthcare Systems ◽  
School Nurses ◽  
Healthcare Team ◽  
Team Members ◽  
School Based ◽  
Facilitators And Barriers ◽  
The Individual

This article is the second in a series of three articles discussing the importance of interprofessional collaboration between the school nurse and other school-based and community professionals to create a healthcare team. Developing the healthcare team begins with identifying the individual medical, mental health, and educational needs of the student. Expertise in both education and healthcare systems makes school nurses ideal candidates for coordinating with the healthcare team to meet the needs of the student. This article builds on the first article by providing some examples of the collaboration that occurs between the school nurse and other team members, as well as identifying facilitators and barriers to this collaboration.

The Evolution of the Role of U.S. School Nurses in Adolescent Mental Health at the Individual, Community, and Systems Level: An Integrative Review

2022 ◽  
pp. 105984052110681
Author(s):  
Ashwini R. Hoskote ◽  
Emily Croce ◽  
Karen E. Johnson
Keyword(s):  
Mental Health ◽  
Adolescent Mental Health ◽  
School Nurse ◽  
School Nurses ◽  
Integrative Review ◽  
School Nursing ◽  
Individual Level ◽  
The Individual ◽  
The Impact

School nurses are crucial to addressing adolescent mental health, yet evidence concerning their evolving role has not been synthesized to understand interventions across levels of practice (i.e., individual, community, systems). We conducted an integrative review of school nurse roles in mental health in the U.S. related to depressive symptoms, anxiety, and stress. Only 18 articles were identified, published from 1970 to 2019, and primarily described school nurses practicing interventions at the individual level, yet it was unclear whether they were always evidence-based. Although mental health concerns have increased over the years, the dearth of rigorous studies made it difficult to determine the impact of school nurse interventions on student mental health outcomes and school nurses continue to feel unprepared and under supported in this area. More research is needed to establish best practices and systems to support school nursing practice in addressing mental health at all levels of practice.

Interprofessional Collaboration in School-Based Settings Part 1: Definition and the Role of the School Nurse

2021 ◽  
pp. 1942602X2098542
Author(s):  
Constance E. McIntosh ◽  
Brittany Dale ◽  
Natalie Kruzliakova ◽  
Jayanthi Kandiah
Keyword(s):  
Interprofessional Collaboration ◽  
Quality Care ◽  
School Nurse ◽  
Healthcare Team ◽  
Healthcare Organizations ◽  
Healthcare Facilities ◽  
Education Professionals ◽  
School Based ◽  
Important Approach

Interprofessional collaboration is an important approach in providing quality care to patients by healthcare professionals. Interprofessional collaboration is common in healthcare organizations such as hospitals and long-term healthcare facilities where each professional of the healthcare team contributes to the overall healthcare plan for the patient. But, little research or discussion how interprofessional collaboration is implemented within the school systems exist. This article looks at interprofessional collaboration within the schools and how the school nurse can facilitate collaboration among healthcare and education professionals to ultimately benefit students. This first article, in a series of three, will define and discuss frameworks and models of interprofessional collaboration.

Handling Ethical Dilemmas in Multidisciplinary Teams

2014 ◽  
Author(s):  
Jill Thistlethwaite ◽  
Wendy Hawksworth
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Mental Health Problems ◽  
Ethical Issues ◽  
Interprofessional Collaboration ◽  
Ethical Dilemmas ◽  
Multidisciplinary Teams ◽  
Team Members ◽  
Secondary Health Care

This chapter explores the concept and practice of teamwork and interprofessional collaboration in the support and treatment of clients with mental health problems. Mental health care provision is complex, ethically challenging, and frequently delivered via mental health care teams (MHCT) in both primary and secondary health care settings. We consider how such teams may work together optimally using values-based and client-centered approaches. We discuss the nature of and reasons for conflict arising in multidisciplinary MHCTs, focusing on ethical dilemmas that occur where there is diversity amongst team members in respect of personal, professional, and/or organizational values. The specific ethical issues discussed are: boundary issues; receiving gifts; confidentiality, and involuntary treatment and restraint. Three case studies are used to provide examples of values in action.

The wider social system

2021 ◽  
pp. 238-281
Author(s):  
Robbie Duschinsky ◽  
Sarah Foster
Keyword(s):  
Mental Health ◽  
Social Environment ◽  
Social System ◽  
Public Mental Health ◽  
Epistemic Trust ◽  
School Based ◽  
System P ◽  
The Social ◽  
The Individual

Critics have alleged that in attempting to adapt to the individual-centric environment of contemporary health provision, mentalization-based therapy itself has been complicit with the atomization of society. Conversations with his colleague Peter Fuggle and Dickon Bevington at the Anna Freud Centre have also had a profound role in highlighting to Fonagy the importance of the wider social system around the individual. Pursuing these questions, this chapter begins by examining the growing attention to the social environment shown by Fonagy and colleagues, and especially their exploration of the role of friends and friendships for mentalization and epistemic trust. It will then examine the reflections and research by Fonagy and collaborators on public mental health. The researchers’ hopes regarding school-based prevention will be given particular attention, and the chapter will also show how this work has shaped Fonagy’s efforts as a policy influencer. Finally, the chapter will appraise the considerations offered by Fonagy and colleagues of the role of culture, in particular the issue of whether attention to cultural processes should be regarded as mentalizing, non-mentalizing or as not mentalizing, and whether organizations and societies can themselves be said to institutionalize cultures of mentalizing or non-mentalizing.

scholarly journals Adapting TeamSTEPPS for school mental health teams: a pilot study

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Courtney Benjamin Wolk ◽  
Rebecca E. Stewart ◽  
Peter Cronholm ◽  
Ricardo Eiraldi ◽  
Eduardo Salas ◽  
...  
Keyword(s):  
Mental Health ◽  
School Mental Health ◽  
Staff Turnover ◽  
Team Members ◽  
Intervention Teams ◽  
School Based ◽  
High Staff Turnover ◽  
Health Agencies ◽  
Community Mental Health Agencies ◽  
Barriers To Implementation

Abstract Background School mental health care often is provided by teams contracted from community mental health agencies. The team members that provide this care, however, do not typically receive training in how to work effectively in a team-based context. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) provides a promising, evidence-based strategy for improving communication and climate in school-based teams. Methods In collaboration with stakeholders, we adapted and piloted TeamSTEPPS for use with school mental health teams. Teams in six schools were randomized to receive the adapted TeamSTEPPS approach or usual supports. The main outcomes of interest were feasibility and acceptability of the adapted TeamSTEPPS strategy. Results Results indicated that team member burnout was significantly higher at follow-up than pretreatment for both control and intervention teams. TeamSTEPPS was feasible and acceptable to implement, and leadership emerged as an important facilitator. Barriers to implementation success included staff turnover, lack of resources, and challenges in the school mental health team relationship. Additional supports to implement TeamSTEPPS were suggested, including ongoing consultation and booster training to address high staff turnover. Conclusions Results suggest that TeamSTEPPS is promising for school mental health teams but additional modifications are likely needed.

Professional Development and Appraisal System for School Nurses

2002 ◽  
Vol 18 (4) ◽  
pp. 229-236
Author(s):  
Jane Tustin ◽  
Gloria Canham ◽  
Joanne Berridge ◽  
Deborah Braden ◽  
Thora Starke
Keyword(s):  
Evaluation System ◽  
Nursing Practice ◽  
Evaluation Model ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Appraisal System ◽  
Nurse Administrators ◽  
The Individual

Dissatisfied with current school nurse evaluation instruments, school nurse administrators sought to develop an appraisal system that would emphasize the professional role of the school nurse and provide a means to enhance individual practice. The newly revised Standards of Professional School Nursing Practice and the creation of a state teacher evaluation model presented the opportunity to produce an instrument that could be adapted within the educational setting for school nursing practice. The appraisal system included not only the methods to evaluate practice, but the means to involve the individual school nurse through goal setting. The process also included a structured intervention plan that facilitated remediation. This article describes the development of the appraisal system, the components, and the implementation of an evaluation system for school nurses.

Oppositional Defiant Disorder: Information for School Nurses

2006 ◽  
Vol 22 (1) ◽  
pp. 9-16 ◽  
Author(s):  
Kelly Barcalow
Keyword(s):  
Oppositional Defiant Disorder ◽  
Disruptive Behavior ◽  
Early Recognition ◽  
School Nurse ◽  
School Nurses ◽  
Children At Risk ◽  
Oppositional Defiant ◽  
Individual Family ◽  
Assessment Techniques ◽  
The Individual

Oppositional defiant disorder, one of the disruptive behavior disorders, has far-reaching consequences for the individual, family, school, community, and society. Early recognition allows interventions geared toward promotion of prosocial behaviors, possibly halting progression to the more deviant conduct disorder. Awareness of this disorder and associated comorbidities is the first step that enables the school nurse to use assessment techniques and to assist in planning of interventions for the child. Children at risk often show tendencies toward oppositional defiant disorder as early as preschool. Interventions should be in place by the elementary school years to interrupt the pathways that may be difficult or impossible to change once adolescence begins. The school nurse can be instrumental in educating staff about risk factors, early associated behaviors, and referrals. Implementation of an individualized healthcare plan targets specific behaviors and provides a means of observing and documenting a child’s improvements.

Professional Development and Appraisal System for School Nurses

2002 ◽  
Vol 18 (4) ◽  
pp. 229-236 ◽  
Author(s):  
Jane Tustin ◽  
Gloria Canham ◽  
Joanne Berridge ◽  
Deborah Braden ◽  
Thora Starke
Keyword(s):  
Evaluation System ◽  
Nursing Practice ◽  
Evaluation Model ◽  
School Nurse ◽  
School Nurses ◽  
School Nursing ◽  
Professional School ◽  
Appraisal System ◽  
Nurse Administrators ◽  
The Individual

Dissatisfied with current school nurse evaluation instruments, school nurse administrators sought to develop an appraisal system that would emphasize the professional role of the school nurse and provide a means to enhance individual practice. The newly revised Standards of Professional School Nursing Practice and the creation of a state teacher evaluation model presented the opportunity to produce an instrument that could be adapted within the educational setting for school nursing practice. The appraisal system included not only the methods to evaluate practice, but the means to involve the individual school nurse through goal setting. The process also included a structured intervention plan that facilitated remediation. This article describes the development of the appraisal system, the components, and the implementation of an evaluation system for school nurses.

Clinical experience of a nurse working in the intensive care unit in times of pandemic: When the groundbreaking system is needed

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Diah Septiani ◽  
May Sein Ba
Keyword(s):  
Mental Health ◽  
Intensive Care Unit ◽  
Intensive Care ◽  
Care Provider ◽  
Healthcare Systems ◽  
Healthcare Team ◽  
Work Time ◽  
Innovative Strategy ◽  
Mental Health Hospital ◽  
Health Hospital

COVID-19 impacted the life and health of people worldwide including the healthcare team in Hospitals. As a consequence, this situation disturbs the healthcare systems along with the care provider such as nurses fighting as the frontlines to save the patient’s lives. Exploring the issues during their work time will support them and lead an innovative strategy on how to improve the outcome and reduce the morbidity among nurses. This paper explored the nurses’ experience when taking care of patients with COVID-19 infection in the Intensive Care Unit of Mental Health Hospital “Prof. Soerojo” Magelang, City. It is hoped that this article will encourage the nurses to keep helping the patient, endlessly.

scholarly journals An examination of the factor structure of TeamSTEPPS measures in school mental health teams

2019 ◽  
Vol 30 (2) ◽  
pp. 172-184
Author(s):  
Courtney Benjamin Wolk ◽  
Jill Locke ◽  
Eduardo Salas ◽  
Ricardo Eiraldi ◽  
Peter F. Cronholm ◽  
...  
Keyword(s):  
Mental Health ◽  
Public Schools ◽  
Factor Structure ◽  
School Mental Health ◽  
Healthcare Providers ◽  
Mental Health Team ◽  
Team Members ◽  
School Based ◽  
Exploratory Factor Analyses ◽  
Best Fit

AbstractTeam Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS™) is a tested strategy for improving communication and climate in hospitals. It is a promising but untested tool among school-based mental health teams. We examined the psychometric properties of the TeamSTEPPS Teamwork Perceptions Questionnaire (T-TPQ) and Teamwork Attitudes Questionnaire (T-TAQ) among 167 school mental health team members. Team members worked for one of five agencies in 33 K-8 urban public schools. Exploratory factor analyses and descriptive data are presented. For both the T-TPQ and T-TAQ, a unitary factor structure best fit the data for this sample. The T-TPQ and T-TAQ were not significantly correlated with one another and total scores did not significantly differ by staff role. Agencies differed in T-TAQ results, and one agency had lower T-TAQ total scores relative to other agencies. Results suggest that the factor structures are different among school mental health teams than among other healthcare providers.

Sign in / Sign up

Export Citation Format

Share Document