医学生寻求帮助,获取和提供心理健康支持的障碍:使用候选框架进行混合方法研究
Elena Sheldon1,2, Naseeb Ezaydi3, Lauren Desoysa3
1Division of Population Health, School of Medicine and Population Health, The University of Sheffield, Sheffield, UK. e.m.sheldon@sheffield.ac.uk.
医学学生在获得心理健康支持方面面临重大障碍,影响他们的福祉和学术进步. 解决这些挑战对于改善医疗学员的护理至关重要.
科学领域:
- 医学教育 医学教育
- 心理健康服务研究 心理健康服务研究
- 健康心理学 心理健康心理学
背景情况:
- 医学学生的心理健康是一个关键的问题,需求和复杂性日益增加.
- 学生在获得有效,及时和适当的心理健康支持方面遇到重大障碍.
- 本研究在候选框架的背景下调查了这些障碍.
研究的目的:
- 探索医学学生与障碍的心理健康支持的经验.
- 检查为这一群体提供卫生服务的挑战.
- 为了使发现与服务用户交互的候选框架保持一致.
主要方法:
- 一种混合方法的方法,结合了在线调查 (n=103) 和半结构面试 (n=20名学生,n=10名专业人士).
- 使用CCAPS-34 (常规实践中的临床结果问卷) 进行心理症状评估.
- 雇佣了一个利益相关者小组进行联合制作和数据解释.
主要成果:
- 面临进入障碍的学生报告了更高的心理痛苦得分.
- 在所有候选阶段,对适应性程序的恐惧和不确定性是关键障碍.
- 分散的服务,耻辱和保密问题阻碍了学生通过候选框架的进步.
结论:
- 确定了改善医学生心理健康服务的关键领域.
- 关于制定政策的建议,以提高医疗保健的获取和质量.
- 强调需要解决培训人员心理健康护理中的系统和个人障碍.
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