Recruiting and retaining mental health professionals to rural communities: an interdisciplinary course in Appalachia.
Recruiting and retaining mental health professionals to rural communities: an interdisciplinary course in Appalachia.
复制标题
为农村社区招募和留住心理健康专业人员：阿巴拉契亚的跨学科课程。
DOI：
10.1111/j.1748-0361.2005.tb00067.x
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
K. Rose
中科院分区：
文献类型：
--
作者：
Deborah Meyer;J. Hamel;C. Tice;S. Safran;D. Bolon;K. Rose
背景
来自 5 个学科（卫生管理、护理、心理学、社会工作和特殊教育）的教师合作开发和教授远程学习课程，旨在鼓励本科生和研究生在农村地区寻求心理健康服务就业，并提供成功农村实践所需的技能、经验和知识。
方法
该课程的主要目标是在彻底审查农村保留和招聘文献后制定的，其目的是（1）提高跨学科团队技能，（2）利用技术作为心理健康从业者的工具，以及（3）增强学生对阿巴拉契亚文化和农村心理健康的理解。教学强调阿巴拉契亚文化、农村心理健康、团队合作和沟通、职业道德和技术。向学生介绍了视频会议、异步和同步通信以及互联网搜索工具。学生们以 3 或 4 人为一组，在处理一个假设的受性虐待青少年案例时，努力解决专业和文化问题以及团队流程。该课程要求参与者以非传统的方式参与，让学生沉浸在基于网络的团队中。
研究结果
学生评估表明，教授有关农村心理健康和阿巴拉契亚文化的事实或“内容”比使用新技术或团队合作的“过程”容易得多。
结论
鉴于提供精神卫生保健需要协作和团队合作，并且农村实践越来越依赖于技术的使用，我们的经验表明，需要更多基于团队、技术驱动的课程，以便更好地为学生的临床实践做好准备。
CONTEXT
Faculty from 5 disciplines (health administration, nursing, psychology, social work, and special education) collaborated to develop and teach a distance-learning course designed to encourage undergraduate and graduate students to seek mental health services employment in rural areas and to provide the skills, experience, and knowledge necessary for successful rural practice.
METHODS
The primary objectives of the course, developed after thorough review of the rural retention and recruitment literature, were to (1) enhance interdisciplinary team skills, (2) employ technology as a tool for mental health practitioners, and (3) enhance student understanding of Appalachian culture and rural mental health. Didactic instruction emphasized Appalachian culture, rural mental health, teamwork and communication, professional ethics, and technology. Students were introduced to videoconferencing, asynchronous and synchronous communication, and Internet search tools. Working in teams of 3 or 4, students grappled with professional and cultural issues plus team process as they worked through a hypothetical case of a sexually abused youngster. The course required participants to engage in a nontraditional manner by immersing students in Web-based teams.
FINDINGS
Student evaluations suggested that teaching facts or "content" about rural mental health and Appalachian culture was much easier than the "process" of using new technologies or working in teams.
CONCLUSIONS
Given that the delivery of mental health care demands collaboration and teamwork and that rural practice relies increasingly more on the use of technology, our experience suggests that more team-based, technology-driven courses are needed to better prepare students for clinical practice.