Adapting and implementing TeamSTEPPS in school mental health

在学校心理健康中调整和实施 TeamSTEPPS

• 批准号: 10388104
• 负责人: Courtney Lynn Benjamin Wolk
• 金额: $ 40万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10388104
• 关键词: Adapting; implementing; TeamSTEPPS; mental; health

PROJECT SUMMARY Children obtain more mental health services through schools than through any other public system or agency. School-based mental health care often is provided by community mental health clinicians contracted to deliver school-based services. A rate-limiting step to the team's success in providing effective, evidence-based care is that the mission and work of the mental health teams, whose focus is on behavioral health service delivery, is not always consistent with the educational mission and needs of under-resourced schools. Participants will be drawn from school-based teams in Philadelphia's community mental health network and public schools. Existing methods to enhance the adoption, implementation, and sustainability of evidence-based practices have not addressed the challenges that this common model of collocated services poses, such as disparate goals and lack of coordination and collaboration. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) has been widely disseminated in health care settings and provides a promising strategy for addressing communication and climate in school mental health teams. Philadelphia provides an ideal context in which to explore the impact of TeamSTEPPS on inter-organizational processes because Philadelphia relies heavily on mental health agencies to provide services in schools. Most students are low income minority children, allowing us to simultaneously address multiple AHRQ priority populations. We propose to take a participatory approach to collaboratively identify solutions to challenges in collocated school- based mental health services based upon the feedback of stakeholders using TeamSTEPPS to support mental health team-school collaboration. Consistent with AHRQ priorities to minimize adverse events, maximize recovery and support 360° person-centered team-based care, we propose the following aims. First, in Aim 1 we will capture key stakeholder perspectives about challenges in collocated school mental health services through formative work to inform collaborative planning and capacity building activities in Aim 2. Then, in Aim 2 we will identify inter-organizational challenges and required components of TeamSTEPPS to adapt. We will establish an advisory board and adapt TeamSTEPPS. The product of Aim 2 will be an adapted TeamSTEPPS, directed toward both school mental health and school-employed personnel, and specific, tailored implementation strategies to improve services in schools in conjunction with TeamSTEPPS. Finally, we will explore the feasibility, acceptability, and utility of TeamSTEPPS and the strategies generated in Aim 2 on inter- professional collaboration, teamwork, and student outcomes in eight schools.

项目摘要 儿童通过学校获得的心理健康服务比通过任何其他公共系统或机构都多。 以学校为基础的精神卫生保健通常由社区精神卫生临床医生提供， 以学校为基础的服务。团队成功提供有效的循证护理的一个限速步骤是 精神卫生小组的使命和工作，其重点是行为健康服务的提供，是 并不总是符合教育使命和资源不足学校的需要。参与者将被 他们来自费城社区心理健康网络和公立学校的学校团队。 加强循证实践的采用、实施和可持续性的现有方法 还没有解决这种常见的并置服务模型所带来的挑战，例如不同的 缺乏协调和合作。团队战略和工具，以提高绩效和 患者安全（TeamSTEPPS）已在医疗保健环境中广泛传播，并提供了一个有前途的 解决学校心理健康团队中的沟通和气候问题的战略。费城提供了一个 探索TeamSTEPPS对组织间流程的影响的理想环境，因为 费城在很大程度上依赖心理健康机构在学校提供服务。大部分学生都很低 收入的少数民族儿童，使我们能够同时解决多个AHRQ优先人群。我们 建议采取参与式方法，共同确定解决同地办学面临的挑战的办法- 基于利益相关者的反馈，使用TeamSTEPPS支持心理健康服务 卫生队与学校合作。与AHRQ优先事项一致，以最大限度地减少不良事件， 恢复和支持360°以人为本的团队护理，我们提出以下目标。第一，目标1 我们将收集关键利益相关者对学校心理健康服务配置挑战的看法 通过形成性工作，为目标2中的协作规划和能力建设活动提供信息。在Aim 2中 我们将确定组织间的挑战和TeamSTEPPS所需的组件，以适应。我们将 建立一个咨询委员会并调整TeamSTEPPS。目标2的产品将是一个改编的TeamSTEPPS， 针对学校心理健康和学校雇用人员，并且具体、量身定制 与TeamSTEPPS一起实施改善学校服务的战略。最后我们将 探讨TeamSTEPPS的可行性、可接受性和实用性，以及目标2中产生的跨部门战略， 专业合作，团队合作，以及八所学校的学生成果。