Psychiatric assessments of nursing home residents under OBRA-87: should PASARR be reformed? Pre-Admission Screening and Annual Review.

OBJECTIVE: As part of nursing home practice reforms, OBRA-87 mandates formal psychiatric assessments (PASARR) of nursing home residents suspected of having mental disorders, a responsibility it delegates individually to states. We describe the initial year of implementation of the PASARR process in King County, Washington, and characterize the mental disorders and mental health services needs of nursing home residents referred for psychiatric screening. DESIGN: Cross-sectional study. SETTING: The 54 Medicare-certified King County nursing homes (total beds = 7013). PARTICIPANTS: All patients referred for psychiatric evaluation under PASARR (n = 510). MEASUREMENTS: A systematic, multidimensional evaluation including a semistructured psychiatric diagnostic examination, validated measures of cognitive dysfunction, depression, and global psychopathology, functional variables relevant to need for nursing home care, and selected mental health services indicators. RESULTS: Fewer than 10% of all nursing home residents were referred for psychiatric evaluation. A primary mental illness, evenly divided between psychoses and mood disorders, was found in 60% of the sample, and a psychiatric disorder associated with dementia or mental retardation was found in 25%. Six percent had complex neuropsychiatric features defying classification, and 4% had no mental disorder. Other disorders, such as substance abuse, were rare. Cognitive impairment and global psychopathology were prevalent in all diagnostic groups, and depressive symptoms were common even in patients without affective diagnoses. Eighty-eight percent of the sample were appropriately placed, based on their needs for daily care. Fifty-five percent had unmet mental health services needs. CONCLUSIONS: The PASARR referral process detected a group of seriously mentally ill, functionally disabled patients, most of whom required the level of care that nursing homes provide. Depressed and psychiatrically impaired dementia patients were underrepresented in the referral pool as measured against widely accepted prevalence figures for mental disorders in nursing home populations. The PASARR process as currently configured appears to be most efficient in identifying schizophrenic patients, who represent a small minority of nursing home residents, and the skewed sample it generates fails to provide an adequate basis for estimating overall mental health services needed in nursing homes. The PASARR process should be altered to improve referral rates for depressed and behaviorally disturbed dementia patients.

The management of other psychiatric states. Hallucinations, delusions, and other disturbances.

The behavioral disturbances that are most common in Alzheimer's disease are not those directly associated with the core characteristics of the disease; however, they often cause the most difficult problems of management. These disturbances include agitation, hallucinations, and delusions. This article reviews their prevalence, etiology, differential diagnosis, and management.

Relationships between requests for psychiatric consultations and psychiatric diagnoses in long-term-care facilities.

OBJECTIVE: The authors' objective was to investigate reasons for referral of elderly nursing home residents for psychiatric consultation and the relationship of these reasons for referral to psychiatric diagnoses. METHOD: They examined 197 nursing home residents consecutively referred to a consulting team in a university-affiliated mental health center. These patients represented all patients evaluated by the consulting team at six nursing homes over a 2-year period (Sept. 1, 1984, through Aug. 30, 1986). RESULTS: Reasons for referral were diverse but fell into seven broad clusters: behavioral problems; mood-related problems; consultations requested by involuntary treatment services, patients, physicians, or other referring agencies; psychotic features; physical signs; impaired activities of daily living; and other. Behavioral problems were most commonly cited and tended to be associated with dementia diagnoses. Mood-related reasons for referral were most strongly associated with diagnoses of affective disorders, and diagnoses of schizophrenia and adjustment disorder were each associated with two or more reasons for referral. However, reasons for referral were distributed widely across diagnostic groups and were relatively weak predictors of diagnoses. CONCLUSIONS: The results illustrate the variety of problems for which nursing home staff are willing to seek psychiatric consultation but emphasize the need for professional psychiatric evaluation to establish a diagnostic base on which treatment interventions can be built.

Characterization of psychiatry residency training programs.

Psychiatry residency training programs were characterized on four dimensions in a pilot study of seven West Coast schools. Residents and faculty rated their programs on academic versus clinical, community-based versus institution-based, private versus public practice, and biological versus psychological orientation. Faculty and residents from the same schools differed only on the academic-clinical dimension. Significant differences existed between schools on each axis. Variation in ratings on the biological-psychological axis suggests that claims to a "biopsychosocial" orientation may be too broad to be meaningful. This method of dimensional ratings appears appropriate for program assessment and deserves further development.

Types of problem students encountered by clinical teachers on clerkships.

The teachers who play the all-important role of enabling students to learn on clinical clerkships must balance the two essential skills of being a good role model and maintaining objectivity in order to identify students with a variety of problems. This study describes the findings of a survey that identifies both the type of the problems that most bother teachers and the relative frequency of those problems. Non-cognitive problems (poor interpersonal skills and non-assertive, shy students) were identified by teachers as being seen at the same relative frequency but posing greater difficulty than cognitive problems (poor integration skills, disorganization, poor fund of knowledge, etc.). A variety of the types of interventions to these problems are discussed.

An appraisal of methods of evaluating training in psychiatry.

A survey of American chief residents in psychiatric training centres was carried out to assess how these training programmes gathered feedback on teacher effectiveness and programme content. The chief resident in each programme was asked to report how his or her department elicited information from their residents about course and teacher quality. Responses from 184 training centres in the United States were obtained and accounted for 75% of the existing centres. Fifty questionnaires were returned with the survey results and were analysed. The seven factors of clinical teacher effectiveness previously described in the literature were used to evaluate these questionnaires. The majority lacked consistent coverage of the teaching factors with the percentages of questionnaires covering a specific behaviour as follows: teacher organization, 58%; instructor knowledge, 42%; group interactional skills, 42%; instructor enthusiasm, 30%; clinical supervision skills, 25%; display of professional characteristics, 19%; and clinical competence, 17%.