The Journal of Mental Health Training, Education and PracticeTable of Contents for The Journal of Mental Health Training, Education and Practice. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/1755-6228/vol/19/iss/1?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe Journal of Mental Health Training, Education and PracticeEmerald Publishing LimitedThe Journal of Mental Health Training, Education and PracticeThe Journal of Mental Health Training, Education and Practicehttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/3b7ced303add9562ed2a8541fe8b6d36/urn:emeraldgroup.com:asset:id:binary:jmhtep.cover.jpghttps://www.emerald.com/insight/publication/issn/1755-6228/vol/19/iss/1?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestAttitudes of medical students to electroconvulsive therapyhttps://www.emerald.com/insight/content/doi/10.1108/JMHTEP-12-2022-0102/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore medical students’ attitudes to electroconvulsive therapy (ECT). The authors sought to determine correlates of baseline attitudes to ECT and whether specific forms of ECT teaching improved attitudes to ECT during students’ psychiatry placement. At the beginning of their placement, fourth-year medical students completed a questionnaire capturing background information and baseline attitudes. A second questionnaire, in the second half of the placement, recorded educational and clinical experience gained on ECT during placement, in addition to attitudes at this timepoint. The authors measured attitude using a five-point Likert scale and defined a positive shift in attitude as an improvement of ≥ 1 point between the two time points. At Timepoint 1, 66% reported a positive attitude to ECT. This was associated with having attended a lecture and with having read a professional article on ECT at some time before the psychiatry placement. Attitudes significantly improved during the placement (66% vs 95% positive). Students who attended a lecture on ECT were more likely to have a positive shift in attitude, as were students who experienced three or more teaching modalities. Personal, social and medical problems arise from treatment-resistant psychiatric disorders. ECT is a safe and effective treatment for such disorders. It is hoped that this study will contribute to the development of medical education, so that lectures on ECT, and three or more teaching modalities, are incorporated into the undergraduate medical curriculum.Attitudes of medical students to electroconvulsive therapy
Patrick Clements, Aidan Turkington
The Journal of Mental Health Training, Education and Practice, Vol. 19, No. 1, pp.1-8

This study aims to explore medical students’ attitudes to electroconvulsive therapy (ECT). The authors sought to determine correlates of baseline attitudes to ECT and whether specific forms of ECT teaching improved attitudes to ECT during students’ psychiatry placement.

At the beginning of their placement, fourth-year medical students completed a questionnaire capturing background information and baseline attitudes. A second questionnaire, in the second half of the placement, recorded educational and clinical experience gained on ECT during placement, in addition to attitudes at this timepoint. The authors measured attitude using a five-point Likert scale and defined a positive shift in attitude as an improvement of ≥ 1 point between the two time points.

At Timepoint 1, 66% reported a positive attitude to ECT. This was associated with having attended a lecture and with having read a professional article on ECT at some time before the psychiatry placement. Attitudes significantly improved during the placement (66% vs 95% positive). Students who attended a lecture on ECT were more likely to have a positive shift in attitude, as were students who experienced three or more teaching modalities.

Personal, social and medical problems arise from treatment-resistant psychiatric disorders. ECT is a safe and effective treatment for such disorders.

It is hoped that this study will contribute to the development of medical education, so that lectures on ECT, and three or more teaching modalities, are incorporated into the undergraduate medical curriculum.

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Attitudes of medical students to electroconvulsive therapy10.1108/JMHTEP-12-2022-0102The Journal of Mental Health Training, Education and Practice2024-01-09© 2023 Emerald Publishing LimitedPatrick ClementsAidan TurkingtonThe Journal of Mental Health Training, Education and Practice1912024-01-0910.1108/JMHTEP-12-2022-0102https://www.emerald.com/insight/content/doi/10.1108/JMHTEP-12-2022-0102/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Prioritising infant mental health: a qualitative study examining the role of education and training to infant mental health service development in Scotlandhttps://www.emerald.com/insight/content/doi/10.1108/JMHTEP-02-2023-0016/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestDespite the long-established importance of infant mental health, internationally this has not been mirrored in the provision of infant mental health services. Within Scotland in the UK, there has been significant recent government investment in developing infant mental health services. However, existing research identifies a massive knowledge and skills gap that could create barriers to implementation. This study aims to use qualitative methods to consider the views of relevant professional stakeholders on education and training within infant mental health. The authors completed semi-structured interviews with 14 professional stakeholders working in a health board in Scotland. This study used purposive sampling to include a broad range of professionals across health and social care services and analysed the resulting data using Braun and Clarke’s (2006) methodology. This study adopted a reflexive stance throughout, including the research team interviewing each other as part of the process. Within the theme of education and training, we identified four sub-themes. These included roles for public health and societal education, training for parents, training for professionals and increasing professionals’ experience of infant mental health. The issues identified are relevant in any area of the UK or internationally in considering the role of education and training in developing and maintaining new infant mental health services. Further research with families and with wider groups of professional stakeholders would be of further benefit.Prioritising infant mental health: a qualitative study examining the role of education and training to infant mental health service development in Scotland
Fionnghuala Murphy, Fifi Phang, Alicia Weaver, Helen Minnis, Anne McFadyen, Andrew Dawson
The Journal of Mental Health Training, Education and Practice, Vol. 19, No. 1, pp.9-20

Despite the long-established importance of infant mental health, internationally this has not been mirrored in the provision of infant mental health services. Within Scotland in the UK, there has been significant recent government investment in developing infant mental health services. However, existing research identifies a massive knowledge and skills gap that could create barriers to implementation. This study aims to use qualitative methods to consider the views of relevant professional stakeholders on education and training within infant mental health.

The authors completed semi-structured interviews with 14 professional stakeholders working in a health board in Scotland. This study used purposive sampling to include a broad range of professionals across health and social care services and analysed the resulting data using Braun and Clarke’s (2006) methodology. This study adopted a reflexive stance throughout, including the research team interviewing each other as part of the process.

Within the theme of education and training, we identified four sub-themes. These included roles for public health and societal education, training for parents, training for professionals and increasing professionals’ experience of infant mental health.

The issues identified are relevant in any area of the UK or internationally in considering the role of education and training in developing and maintaining new infant mental health services. Further research with families and with wider groups of professional stakeholders would be of further benefit.

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Prioritising infant mental health: a qualitative study examining the role of education and training to infant mental health service development in Scotland10.1108/JMHTEP-02-2023-0016The Journal of Mental Health Training, Education and Practice2024-02-05© 2024 Emerald Publishing LimitedFionnghuala MurphyFifi PhangAlicia WeaverHelen MinnisAnne McFadyenAndrew DawsonThe Journal of Mental Health Training, Education and Practice1912024-02-0510.1108/JMHTEP-02-2023-0016https://www.emerald.com/insight/content/doi/10.1108/JMHTEP-02-2023-0016/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Does a brief contact-based video intervention reduce public mental health stigma associated with psychosis in a collectivistic society? A randomised control studyhttps://www.emerald.com/insight/content/doi/10.1108/JMHTEP-05-2023-0053/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestInternationally, among mental health difficulties, psychosis appears most stigmatised. Yet, research on mental health education specific to psychosis, including stigma reduction strategies, is limited. This study aims to evaluate the efficacy of a brief empirically informed indirect contact-based intervention (CBI) on reducing stigma associated with psychosis in the context of a Southeast Asian society. In total, 168 young adults were randomised into three groups, two intervention conditions and one active control. Stigmatisation levels were measured at pre-intervention, post-intervention and at a 30-day follow-up. Group differences in attitudes were analysed using a 3 × 3 two-way mixed-subjects ANOVA. Results revealed that there were no significant differences in declared stigma between the three conditions. However, a significant effect of time on the improvement of attitudes was observed at post-intervention. This effect was not sustained at follow-up. Individual psychoeducational CBIs implemented in the context of collectivistic societies do not produce sustainable effects in the reduction of stigma. Although a transient desirable improvement in the attitudes occurs among individuals, this is subsequently counteracted by the influence of stigma existing on a systemic level. Therefore, public mental health education in collectivistic cultures should address societal mechanisms maintaining unhelpful perceptions of those with psychosis. The study examined the effect of brief CBIs on the reduction of stigma associated with psychosis in a collectivistic society and demonstrated systemic limitations of individually delivered psychoeducational interventions.Does a brief contact-based video intervention reduce public mental health stigma associated with psychosis in a collectivistic society? A randomised control study
Audrina S.Y. Tan, Pawel D. Mankiewicz
The Journal of Mental Health Training, Education and Practice, Vol. 19, No. 1, pp.21-35

Internationally, among mental health difficulties, psychosis appears most stigmatised. Yet, research on mental health education specific to psychosis, including stigma reduction strategies, is limited. This study aims to evaluate the efficacy of a brief empirically informed indirect contact-based intervention (CBI) on reducing stigma associated with psychosis in the context of a Southeast Asian society.

In total, 168 young adults were randomised into three groups, two intervention conditions and one active control. Stigmatisation levels were measured at pre-intervention, post-intervention and at a 30-day follow-up. Group differences in attitudes were analysed using a 3 × 3 two-way mixed-subjects ANOVA.

Results revealed that there were no significant differences in declared stigma between the three conditions. However, a significant effect of time on the improvement of attitudes was observed at post-intervention. This effect was not sustained at follow-up.

Individual psychoeducational CBIs implemented in the context of collectivistic societies do not produce sustainable effects in the reduction of stigma. Although a transient desirable improvement in the attitudes occurs among individuals, this is subsequently counteracted by the influence of stigma existing on a systemic level. Therefore, public mental health education in collectivistic cultures should address societal mechanisms maintaining unhelpful perceptions of those with psychosis.

The study examined the effect of brief CBIs on the reduction of stigma associated with psychosis in a collectivistic society and demonstrated systemic limitations of individually delivered psychoeducational interventions.

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Does a brief contact-based video intervention reduce public mental health stigma associated with psychosis in a collectivistic society? A randomised control study10.1108/JMHTEP-05-2023-0053The Journal of Mental Health Training, Education and Practice2023-12-11© 2023 Emerald Publishing LimitedAudrina S.Y. TanPawel D. MankiewiczThe Journal of Mental Health Training, Education and Practice1912023-12-1110.1108/JMHTEP-05-2023-0053https://www.emerald.com/insight/content/doi/10.1108/JMHTEP-05-2023-0053/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
The association between mental health literacy and resilience among individuals who received therapy and those who did nothttps://www.emerald.com/insight/content/doi/10.1108/JMHTEP-08-2023-0072/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore the link between mental health literacy (MHL) and resilience in two groups: individuals who underwent psychotherapy and a similar group who did not. The research involved 256 participants from Israeli–Arab and Israeli–Jewish communities. Half of the participants had previously received psychological treatment, whereas the other half had not. MHL was evaluated through the Mental Health Literacy Scale (O’Connor and Casey, 2015), whereas resilience was gauged using the concise Connor-Davidson Resilience Scale (Connor and Davidson, 2003). The results indicated that participants who had therapy had higher levels of MHL and resilience compared to those who were not in therapy. Being acquainted with mental health disorders was positively associated with resilience, independent of sociodemographic variables and therapy participation. An interaction effect was found, showing a positive association between MHL and resilience among those who had therapy, whereas a negative association was observed among those not in therapy. A negative association was also found between social closeness to mental health patients and resilience for respondents who did not participate in therapy and was unrelated to resilience among those who had therapy. The findings suggest that having MHL is vital but it does not necessarily translate into personal application or effective coping strategy implementation. In fact, it may be that having knowledge, in the absence of taking any active measures, can even be harmful.The association between mental health literacy and resilience among individuals who received therapy and those who did not
Avital Laufer, Anwar Khatib, Michal Finkelstein
The Journal of Mental Health Training, Education and Practice, Vol. 19, No. 1, pp.36-48

This study aims to explore the link between mental health literacy (MHL) and resilience in two groups: individuals who underwent psychotherapy and a similar group who did not.

The research involved 256 participants from Israeli–Arab and Israeli–Jewish communities. Half of the participants had previously received psychological treatment, whereas the other half had not. MHL was evaluated through the Mental Health Literacy Scale (O’Connor and Casey, 2015), whereas resilience was gauged using the concise Connor-Davidson Resilience Scale (Connor and Davidson, 2003).

The results indicated that participants who had therapy had higher levels of MHL and resilience compared to those who were not in therapy. Being acquainted with mental health disorders was positively associated with resilience, independent of sociodemographic variables and therapy participation. An interaction effect was found, showing a positive association between MHL and resilience among those who had therapy, whereas a negative association was observed among those not in therapy. A negative association was also found between social closeness to mental health patients and resilience for respondents who did not participate in therapy and was unrelated to resilience among those who had therapy.

The findings suggest that having MHL is vital but it does not necessarily translate into personal application or effective coping strategy implementation. In fact, it may be that having knowledge, in the absence of taking any active measures, can even be harmful.

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The association between mental health literacy and resilience among individuals who received therapy and those who did not10.1108/JMHTEP-08-2023-0072The Journal of Mental Health Training, Education and Practice2023-12-05© 2023 Emerald Publishing LimitedAvital LauferAnwar KhatibMichal FinkelsteinThe Journal of Mental Health Training, Education and Practice1912023-12-0510.1108/JMHTEP-08-2023-0072https://www.emerald.com/insight/content/doi/10.1108/JMHTEP-08-2023-0072/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Impact of student attributes on empathy during a dementia simulation: a mixed methods studyhttps://www.emerald.com/insight/content/doi/10.1108/JMHTEP-12-2022-0103/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to determine the relationship between trait and situational empathy, and the effect of educational activities on empathy of nursing students towards people living with dementia. This embedded mixed-methods study compared trait and situational empathy examined situational empathy pre/post didactic and experiential activities with nursing students and used qualitative data from focus group discussions to corroborate the quantitative data. There was no significant difference between trait and situational empathy. Post intervention scores (situational) demonstrated improvements on empathic concern, shared affect, empathic imagination, helping motivation and cognitive empathy. Focus group discussions supported quantitative findings and also included distress. Limitations include lack of generalizability, single group threats and exclusion of stakeholder input. Single group threats include absence of a control group, familiarity with the CSES from pre-test to post-test and reactive measurements, as the students were observed by faculty while completing the Dementia Live activity. The perspective of stakeholders would strengthen the impact of the results on implementation. Information gleaned from this study can help inform administrators in education and in practice. CliftonStrengths assessment and Dementia Live simulation activities can be used for administrators, faculty and students in schools of nursing as well as administrators and health-care workers. Information from this study can impact those living with dementia as well as their caregivers. Most studies involving health-care students and empathy do not delineate between trait and situational empathy. This study is unique in that it measured both and sought a relationship between the two. Determining one's personal attributes such as trait empathy, can help students capitalize on their strengths and ultimately enhance patient care.Impact of student attributes on empathy during a dementia simulation: a mixed methods study
Jodi Brooke Patterson, Michelle Kimzey
The Journal of Mental Health Training, Education and Practice, Vol. 19, No. 1, pp.49-59

The purpose of this paper is to determine the relationship between trait and situational empathy, and the effect of educational activities on empathy of nursing students towards people living with dementia.

This embedded mixed-methods study compared trait and situational empathy examined situational empathy pre/post didactic and experiential activities with nursing students and used qualitative data from focus group discussions to corroborate the quantitative data.

There was no significant difference between trait and situational empathy. Post intervention scores (situational) demonstrated improvements on empathic concern, shared affect, empathic imagination, helping motivation and cognitive empathy. Focus group discussions supported quantitative findings and also included distress.

Limitations include lack of generalizability, single group threats and exclusion of stakeholder input. Single group threats include absence of a control group, familiarity with the CSES from pre-test to post-test and reactive measurements, as the students were observed by faculty while completing the Dementia Live activity. The perspective of stakeholders would strengthen the impact of the results on implementation.

Information gleaned from this study can help inform administrators in education and in practice. CliftonStrengths assessment and Dementia Live simulation activities can be used for administrators, faculty and students in schools of nursing as well as administrators and health-care workers.

Information from this study can impact those living with dementia as well as their caregivers.

Most studies involving health-care students and empathy do not delineate between trait and situational empathy. This study is unique in that it measured both and sought a relationship between the two. Determining one's personal attributes such as trait empathy, can help students capitalize on their strengths and ultimately enhance patient care.

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Impact of student attributes on empathy during a dementia simulation: a mixed methods study10.1108/JMHTEP-12-2022-0103The Journal of Mental Health Training, Education and Practice2024-01-09© 2023 Emerald Publishing LimitedJodi Brooke PattersonMichelle KimzeyThe Journal of Mental Health Training, Education and Practice1912024-01-0910.1108/JMHTEP-12-2022-0103https://www.emerald.com/insight/content/doi/10.1108/JMHTEP-12-2022-0103/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Challenges and sustainability of Indian mental health: evaluating volunteer-based community mental health clinics with a complex adaptive system frameworkhttps://www.emerald.com/insight/content/doi/10.1108/JMHTEP-08-2023-0069/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to evaluate how a community psychiatry model, referred to as the Mental Health Action Trust (MHAT) in India, provides decentralized care and comprehensive services to people with severe mental illness living in poverty. Using the complex adaptive system (CAS) framework, the authors aim to understand the factors that contribute to the diverse outcomes of the MHAT community mental health programme as observed in four different locations. Four MHAT clinics were purposively chosen from two districts in Kerala. A comparative case study methodology was used to document each clinic’s MHAT services and activities, as found during field visits and interviews with staff members and volunteers. The study shows that all four clinics met the basic aim of providing free, quality mental health care to the poorest populations, although not all aspects of the comprehensive model could be equally provided. Alignment with the MHAT vision, appropriate leadership, the relationship with partners and their level of community engagement determined the varied success between clinics. The current study evaluation stresses that community ownership is crucial. Careful attention must be paid to the characteristics of selected partners, including their leadership styles and ability to garner resources.Challenges and sustainability of Indian mental health: evaluating volunteer-based community mental health clinics with a complex adaptive system framework
Manoj Kumar, Rekha Bos, Emma Emily de Wit, J.G.F. Bunders-Aelen
The Journal of Mental Health Training, Education and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to evaluate how a community psychiatry model, referred to as the Mental Health Action Trust (MHAT) in India, provides decentralized care and comprehensive services to people with severe mental illness living in poverty. Using the complex adaptive system (CAS) framework, the authors aim to understand the factors that contribute to the diverse outcomes of the MHAT community mental health programme as observed in four different locations.

Four MHAT clinics were purposively chosen from two districts in Kerala. A comparative case study methodology was used to document each clinic’s MHAT services and activities, as found during field visits and interviews with staff members and volunteers.

The study shows that all four clinics met the basic aim of providing free, quality mental health care to the poorest populations, although not all aspects of the comprehensive model could be equally provided. Alignment with the MHAT vision, appropriate leadership, the relationship with partners and their level of community engagement determined the varied success between clinics.

The current study evaluation stresses that community ownership is crucial. Careful attention must be paid to the characteristics of selected partners, including their leadership styles and ability to garner resources.

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Challenges and sustainability of Indian mental health: evaluating volunteer-based community mental health clinics with a complex adaptive system framework10.1108/JMHTEP-08-2023-0069The Journal of Mental Health Training, Education and Practice2024-03-28© 2024 Emerald Publishing LimitedManoj KumarRekha BosEmma Emily de WitJ.G.F. Bunders-AelenThe Journal of Mental Health Training, Education and Practiceahead-of-printahead-of-print2024-03-2810.1108/JMHTEP-08-2023-0069https://www.emerald.com/insight/content/doi/10.1108/JMHTEP-08-2023-0069/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
The efficacy of psychoeducation to improve personal skills and well-being among health-care professionals returning to clinical practice: a pilot pre-post studyhttps://www.emerald.com/insight/content/doi/10.1108/JMHTEP-11-2022-0089/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestMany health-care professionals leave clinical practice temporarily or permanently. Interventions designed to facilitate the return of health-care professionals fail to consider returners’ psychosocial needs despite their importance for patient care. This study aims to evaluate the efficacy of a psychoeducational intervention in improving personal skills and well-being among UK-based health-care professionals returning to clinical practice. In total, 20 health-care professionals took part in the one-day intervention and completed measures of demographics, self-efficacy, positive attitudes towards work and perceived job resources before and after the intervention. A baseline comparison group of 18 health-care professionals was also recruited. Significant associations were detected between return-to-work stage and study group. Following the intervention, participants reported improvements in self-efficacy and, generally, perceived more job resources, whereas positive attitudes towards work decreased. While none of these changes were significant, the intervention was deemed acceptable by participants. This study provides modest but promising evidence for the role of psychoeducation as a tool in supporting the psychosocial needs of returning health-care professionals. Additional research is needed to clarify the reliability of intervention effects, its effectiveness compared to alternative interventions, and the impact across different subgroups of returning health-care professionals. Return-to-practice interventions should address the psychosocial needs of health-care professionals in terms of their personal skills and well-being. Psychoeducation can increase self-efficacy and perceptions of job resources among returning health-care professionals. This study sheds light on a relatively understudied, but fundamental area – the psychosocial challenges of health-care professionals returning to clinical practice – and further justifies the need for tailored interventions.The efficacy of psychoeducation to improve personal skills and well-being among health-care professionals returning to clinical practice: a pilot pre-post study
Raul Szekely, Syrgena Mazreku, Anita Bignell, Camilla Fadel, Hannah Iannelli, Marta Ortega Vega, Owen P. O'Sullivan, Claire Tiley, Chris Attoe
The Journal of Mental Health Training, Education and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

Many health-care professionals leave clinical practice temporarily or permanently. Interventions designed to facilitate the return of health-care professionals fail to consider returners’ psychosocial needs despite their importance for patient care. This study aims to evaluate the efficacy of a psychoeducational intervention in improving personal skills and well-being among UK-based health-care professionals returning to clinical practice.

In total, 20 health-care professionals took part in the one-day intervention and completed measures of demographics, self-efficacy, positive attitudes towards work and perceived job resources before and after the intervention. A baseline comparison group of 18 health-care professionals was also recruited.

Significant associations were detected between return-to-work stage and study group. Following the intervention, participants reported improvements in self-efficacy and, generally, perceived more job resources, whereas positive attitudes towards work decreased. While none of these changes were significant, the intervention was deemed acceptable by participants. This study provides modest but promising evidence for the role of psychoeducation as a tool in supporting the psychosocial needs of returning health-care professionals.

Additional research is needed to clarify the reliability of intervention effects, its effectiveness compared to alternative interventions, and the impact across different subgroups of returning health-care professionals.

Return-to-practice interventions should address the psychosocial needs of health-care professionals in terms of their personal skills and well-being. Psychoeducation can increase self-efficacy and perceptions of job resources among returning health-care professionals.

This study sheds light on a relatively understudied, but fundamental area – the psychosocial challenges of health-care professionals returning to clinical practice – and further justifies the need for tailored interventions.

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The efficacy of psychoeducation to improve personal skills and well-being among health-care professionals returning to clinical practice: a pilot pre-post study10.1108/JMHTEP-11-2022-0089The Journal of Mental Health Training, Education and Practice2024-03-26© 2024 Emerald Publishing LimitedRaul SzekelySyrgena MazrekuAnita BignellCamilla FadelHannah IannelliMarta Ortega VegaOwen P. O'SullivanClaire TileyChris AttoeThe Journal of Mental Health Training, Education and Practiceahead-of-printahead-of-print2024-03-2610.1108/JMHTEP-11-2022-0089https://www.emerald.com/insight/content/doi/10.1108/JMHTEP-11-2022-0089/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited