Adaptation of the TEAM Mental Healthcare Delivery Model: A Mixed-Methods Evaluation

ABSTRACT

We report on the adaptation and evaluation of an existing approach to multicultural education into an eight-session online, modular curriculum for psychiatric mental health nurse practitioner students (n = 6) and psychology interns (n = 10). Training participants were invited to complete verbal feedback, self-report questionnaires, and a high-fidelity patient simulation before and after the training. Self-report questionnaire results revealed no changes in knowledge or attitudes, but qualitative analysis of verbal feedback reflected improvements in attitudes and behaviors relevant to cultural competence. Results from the simulation also demonstrated an increase in measurable cultural competence behavioral indicators.

Acknowledgements

We would like to acknowledge the contributions of Kathryn Morse, MSW and Amy Lakin, MSW who served as standardized patients for the high-fidelity patient simulations reported herein. Moreover, we express our gratitude to the training participants who allowed us to include their data, serving the basis for this report.

Disclosure of interest

The authors report no conflict of interest.

Additional information

Funding

Research reported in this publication was supported by an internal grant from the Duke University Academy for Health Professions Education and Academic Development (Duke AHEAD). The content is solely the responsibility of the authors and does not necessarily represent the official views of the Duke AHEAD Program.