ABSTRACT
Introduction: Ward round is a key component in inpatient settings for treatment-related decision making. However, the meeting is often stressful and anxietyprovoking. Participating in ward round discussions is also little mentioned in clinical education in disciplines such as clinical psychology and nursing. Aim(s): This study aimed to explore and improve patients' experiences of the virtual clinical team meeting (CTM, historically known as ward round) in an eating disorders inpatient ward during COVID-19. Method(s): A mixed-method approach was used. Five clinical team meetings were observed, and six patients were interviewed through focus groups and video interviews. Former patients were involved in data analysis, improvement and dissemination. Result(s): The mean CTM duration was 14.3 min. Patients spoke roughly half of the time, followed by psychiatry colleagues. 'Request' was the most-spoken category. Thematic analysis identified (1) CTM is important but feels impersonal, (2) they generate a sense of palpable anxiety;and (3) the differing views of staff and patients. Using the findings, and co-produced with a former patient, the description of the CTM was revised in the admission induction booklet. A new CTM agenda sheet as well as guidance sheet for nurses were devised. Nursing staff and patients found them more helpful than the existing versions. Discussion(s): The findings and the co-produced guidance documents provided concrete contribution for nurses to improve patient's experiences despite the challenges brought by COVID-19. The ward's power hierarchy, culture and language use also need to be considered to facilitate shared decision-making.
ABSTRACT
On March 11, 2020, COVID-19 was declared a pandemic by the World Health Organization. In response to the sudden rise in COVID-19-related mental health and psychosocial impacts, we embarked on a digital training (e-learning) and remote delivery adaptation for Problem Management Plus Training for Helpers (Remote PM+ Training) based in New York City, four European countries and six African countries. This paper provides an overview of the two Remote PM+ Trainings, including key adaptations and lessons learned across the contexts. Trainings were approximately 75 hours in duration, with a mix of group and individual work, in diverse contexts. Overall, remotely delivered PM+ training and intervention appear appropriate. There were a number of critical lessons learned that contributed to the efficacy of the trainings, such as technological support, digital literacy, preparation and flexibility among the trainers and the trainees. There is also a need for cultural and contextual adaptation towards the delivery of remote training and implementation of PM+. However, the outcomes from these two trainings indicate that PM+ may be adapted for remote (online) training and, if supported with additional studies, could build workforce capacity in contexts in which there is limited in-person access to mental health and psychosocial support services and staff. © 2021 Lippincott Williams and Wilkins. All rights reserved.