scholarly journals An Evaluation of the Use of Simulated Patient Role-Plays in the Teaching and Assessment of Clinical Consultation Skills in Clinical Psychologists' Training

2007 ◽  
Vol 6 (2) ◽  
pp. 104-113 ◽  
Author(s):  
Steve Melluish ◽  
Jon Crossley ◽  
Alison Tweed
Keyword(s):  
Clinical Psychology ◽  
Clinical Skills ◽  
Simulated Patient ◽  
Clinical Psychologists ◽  
Clinical Environment ◽  
Patient Role ◽  
Clinical Consultation ◽  
Consultation Skills ◽  
Clinical Psychology Trainees ◽  
The Impact

Simulated patient role-plays (SPRs) with trained actors are a recent development in the training of clinical psychologists. This paper reports on the introduction and evaluation of SPRs as both a method used to teach clinical consultation skills and as a method to formatively assess trainee clinical psychologists' acquisition of these skills. The evaluation used a number of focus groups with clinical psychology trainees, programme staff and clinical supervisors to explore the acceptability of these methods in teaching and assessment, the experience of using them and the impact on trainees' learning. Focus group interviews were transcribed verbatim and analysed using template analysis. The core theme from the analysis concerned the capacity of SPRs to authentically recreate a clinical environment and capture the trainee's clinical practice. The concept of authenticity is discussed in relation to clinical skills teaching and the wider profession of clinical psychology.

The Development of Behaviour Therapy in Australia: Reply to Russo, Tarrier and Sakano

1993 ◽  
Vol 10 (1) ◽  
pp. 22-24 ◽  
Author(s):  
Syd H. Lovibond
Keyword(s):  
Clinical Psychology ◽  
Manpower Planning ◽  
Clinical Psychologists ◽  
Advisory Group ◽  
Behaviour Therapy ◽  
Stage Of Development ◽  
The Status ◽  
The Uk ◽  
The Impact ◽  
Professional Model

It was with considerable interest that I read the comments on my paper (Lovibond, 1993) offered by our three international colleagues. It is at once apparent from the commentaries that the issues in clinical psychology to which I drew attention are in no way unique to Australia. Quite clearly, however, in Japan behaviour therapy (or CBT) has not yet reached that stage of development where the problems I posed become relevant. For this reason I shall concentrate mainly on the comments of Professors Russo and Tarrier. Each of the commentators, but particularly Dr. Russo, found points of agreement with my statement of the issues, but none expressed support for the program of action I suggested. Surprisingly however, none had alternative solutions to offer.I believe the most important issue I raised was the threat to the primacy of the scientist-professional model in the education/training/practice of clinical psychologists. Professor Russo clearly shares my concerns here, but Professor Tarrier makes no mention of the scientist-professional model or the need to maintain links with the basic discipline of psychology. From the general tenor of his remarks, I gather that Professor Tarrier does not regard the fate of the scientist-professional model as a major issue, and indeed he seems quite satisfied with the status of clinical psychology in the UK. Interestingly however, the report of the Manpower Planning Advisory Group, which Professor Tarrier quotes at another point, suggests that in the UK “clinical psychologists' roles are seen as ambiguous by others, confused with the roles of other disciplines and further confused by the variety of ways in which psychology services are delivered and practised. The research also found poor promotion of clinical psychologists' contributions to services and an inappropriately low profile in view of the impact that clinical psychologists could be having on the effectiveness of services” (MPAG, 1990, p. 8).

Introduction to the special section on Increasing Replicability, Transparency, and Openness in Clinical Psychology

2019 ◽  
Author(s):  
Jennifer L Tackett ◽  
Josh Miller
Keyword(s):  
Empirical Evidence ◽  
Data Sharing ◽  
Clinical Psychology ◽  
Special Section ◽  
Psychological Research ◽  
Open Science ◽  
Clinical Psychologists ◽  
Existing Problems

As psychological research comes under increasing fire for the crisis of replicability, attention has turned to methods and practices that facilitate (or hinder) a more replicable and veridical body of empirical evidence. These trends have focused on “open science” initiatives, including an emphasis on replication, transparency, and data sharing. Despite this broader movement in psychology, clinical psychologists and psychiatrists have been largely absent from the broader conversation on documenting the extent of existing problems as well as generating solutions to problematic methods and practices in our area (Tackett et al., 2017). The goal of the current special section was to bring together psychopathology researchers to explore these and related areas as they pertain to the types of research conducted in clinical psychology and allied disciplines.

Evaluating the impact of simulation-based education on clinical psychology students' confidence and clinical competence

2021 ◽  
pp. n/a-n/a
Author(s):  
Jade Sheen ◽  
Wendy Sutherland‐Smith ◽  
Emma Thompson ◽  
George J. Youssef ◽  
Amanda Dudley ◽  
...  
Keyword(s):  
Clinical Psychology ◽  
Clinical Competence ◽  
Psychology Students ◽  
Clinical Psychology Students ◽  
Simulation Based ◽  
The Impact

Enhancing the contribution of clinical psychology: an under-utilised workforce in public mental health services

2021 ◽  
pp. 103985622199264
Author(s):  
Henry Jackson ◽  
Caroline Hunt ◽  
Carol Hulbert
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Clinical Psychology ◽  
Public Mental Health ◽  
Psychological Theory ◽  
Clinical Psychologists ◽  
Pathways To Care ◽  
Mental Health Training ◽  
Public Mental Health Services

Objective: Clinical psychologists are practitioners with expertise in mental health, who apply advanced psychological theory and knowledge to their practice in order to assess and treat complex psychological disorders. Given their robust specialised mental health training, clinical psychology is an integral component of the Australian mental health workforce, but is under-utilised. Recent reviews have identified significant problems with Australia’s mental health system, including unequal access to clinical psychology services and fragmentation of service delivery, including convoluted pathways to care. Conclusions: Clinical psychology is well placed to contribute meaningfully to public mental health services (PMHS). We describe what clinical psychologists currently contribute to team-based care in PMHS, how we could further contribute and the barriers to making more extensive contributions. We identify significant historical and organisational factors that have limited the contribution made by clinical psychologists and provide suggestions for cultural change to PMHS.

scholarly journals Evaluating the Impact of Training Health Professionals to Deliver Brief Motivational and Skills-Based Interventions for Cannabis Use Disorder

2012 ◽  
Vol 2 ◽  
Author(s):  
Dion Alperstein ◽  
Jan Copeland
Keyword(s):  
Clinical Training ◽  
Health Workers ◽  
Clinical Skills ◽  
Cannabis Use ◽  
Evidence Based ◽  
Transfer Of Knowledge ◽  
Evidence Based Treatment ◽  
Cognitive Behavioural ◽  
The Impact

Background: While there is considerable evidence that brief motivational and skills-based interventions for substance use are effective, little is known regarding the transfer of knowledge from research to practice. This study aims to evaluate the effectiveness of two half-day didactic clinical training workshops for allied health workers, which did not incorporate feedback or supervision, via independent follow-up three months post training.Methods: In total, 1322 participants attended either or both of the evidence-based treatment workshops run by the National Cannabis Prevention and Information Centre. Of those participants, 495 (37%) completed an online follow-up evaluation three months later regarding their use of the newly learnt intervention(s).Results: At follow-up, 270 (54.5%) participants had an opportunity to use the skills and 144 (53.3%) of those participants reported having used the clinical skills taught in the workshop. Of those who used one of the interventions, 90 (62.5%) participants reported their clients had reduced or quit their cannabis use. Furthermore, 43 (30%) of these participants had attempted to train others in the workplace in the techniques learnt in the workshop.Conclusion: Even a half-day didactic clinical training workshop on evidence-based brief cognitive–behavioural techniques delivered to clinicians working in the field can improve knowledge and confidence among clinicians and outcomes among their clients with cannabis use related problems.

Research Mentoring and Women in Clinical Psychology

2002 ◽  
Vol 26 (2) ◽  
pp. 163-167 ◽  
Author(s):  
Faith-Anne Dohm ◽  
Wendy Cummings
Keyword(s):  
Clinical Psychology ◽  
American Psychological Association ◽  
Practical Experience ◽  
Clinical Psychologists ◽  
Clinical Psychologist ◽  
Main Question ◽  
American Psychological ◽  
Research Mentoring ◽  
Research Mentor

The main question explored in this study is whether a woman's choice to do research during her career as a clinical psychologist is associated with having had a research mentor. A sample of 616 women, all members of the American Psychological Association holding a Ph.D. in Clinical Psychology, completed a survey about their experience with a research mentor. The data show that research mentoring is positively related to a woman in clinical psychology doing research and whether she, in turn, becomes a research mentor for others. The responses of the participants suggest that a model of mentoring that involves relevant training and practical experience in research may increase the likelihood that female clinical psychologists will choose to do research as part of their careers.

scholarly journals Selecting pH cut-offs for the safe verification of nasogastric feeding tube placement: a decision analytical modelling approach

BMJ Open ◽  
2017 ◽  
Vol 7 (11) ◽  
pp. e018128 ◽  
Author(s):  
Melody Zhifang Ni ◽  
Jeremy R Huddy ◽  
Oliver H Priest ◽  
Sisse Olsen ◽  
Lawrence D Phillips ◽  
...  
Keyword(s):  
Care Pathway ◽  
Feeding Tube ◽  
Tube Placement ◽  
X Rays ◽  
Clinical Environment ◽  
Nasogastric Feeding ◽  
Relative Safety ◽  
Checking Procedure ◽  
The Impact ◽  
Modelling Approach

ObjectivesThe existing British National Patient Safety Agency (NPSA) safety guideline recommends testing the pH of nasogastric (NG) tube aspirates. Feeding is considered safe if a pH of 5.5 or lower has been observed; otherwise chest X-rays are recommended. Our previous research found that at 5.5, the pH test lacks sensitivity towards oesophageal placements, a major risk identified by feeding experts. The aim of this research is to use a decision analytic modelling approach to systematically assess the safety of the pH test under cut-offs 1–9.Materials and methodsWe mapped out the care pathway according to the existing safety guideline where the pH test is used as a first-line test, followed by chest x-rays. Decision outcomes were scored on a 0–100 scale in terms of safety. Sensitivities and specificities of the pH test at each cut-off were extracted from our previous research. Aggregating outcome scores and probabilities resulted in weighted scores which enabled an analysis of the relative safety of the checking procedure under various pH cut-offs.ResultsThe pH test was the safest under cut-off 5 when there was ≥30% of NG tube misplacements. Under cut-off 5, respiratory feeding was excluded; oesophageal feeding was kept to a minimum to balance the need of chest X-rays for patients with a pH higher than 5. Routine chest X-rays were less safe than the pH test while to feed all without safety checks was the most risky.DiscussionThe safety of the current checking procedure is sensitive to the choice of pH cut-offs, the impact of feeding delays, the accuracy of the pH in the oesophagus, as well as the extent of tube misplacements.ConclusionsThe pH test with 5 as the cut-off was the safest overall. It is important to understand the local clinical environment so that appropriate choice of pH cut-offs can be made to maximise safety and to minimise the use of chest X-rays.Trial registration numberISRCTN11170249; Pre-results.

The impact of complete denture making instructional videos on self-directed learning of clinical skills

2015 ◽  
Vol 59 (2) ◽  
pp. 144-151 ◽  
Author(s):  
Haruka Kon ◽  
Michael George Botelho ◽  
Susan Bridges ◽  
Katherine Chiu Man Leung
Keyword(s):  
Clinical Skills ◽  
Complete Denture ◽  
Self Directed Learning ◽  
Instructional Videos ◽  
Directed Learning ◽  
The Impact

Experiences of newly qualified midwives working in clinical practice during their transition period

2021 ◽  
Vol 29 (9) ◽  
pp. 524-530
Author(s):  
Heather Watson ◽  
Donna Brown
Keyword(s):  
Clinical Practice ◽  
Professional Growth ◽  
Transition Period ◽  
Learning Opportunities ◽  
Qualitative Approach ◽  
Clinical Environment ◽  
Structured Interviews ◽  
Clinical Area ◽  
Care Environment ◽  
The Impact

Background With greater numbers of midwives being trained to counteract the predicted shortages, it seems that it is now more vital than ever to explore how newly qualified midwives (NQMs) describe their experiences in the clinical environment, the support they have received, and identify barriers to their development during the transition period. Aim The aim of this study was to explore NQMs experiences of working clinically during the transition from student to qualified midwife. Method Using a qualitative approach, eight NQMs participated in semi-structured interviews. Findings The findings revealed four key themes that sum up the NQMs experiences: expectations and realities of the role; creating conditions for professional growth; the impact of the care environment; and limitations to creating a healthful culture. Conclusions The clearly articulated journey that has been described by the NQMs demonstrated that there is both a need and desire to change, improve and develop the transition period for all new midwives working in clinical practice. Consideration needs to be given to more robust guidance, with some ideas for development, such as support forums for NQMs to meet up on a regular basis; advanced planned rotation with flexibility; a named preceptor/‘buddy’ in each clinical area; and a shared online forum to allow the NQMs to discuss and share experiences, and to signpost to any useful information or learning opportunities available.

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