A program theory for a continuing professional development program to enhance primary care nurses' mental health assessment practices.
To develop and test the relevance of a program theory underpinning a continuing professional development (CPD) program designed to support primary care nurses in adopting evidence-based mental health assessment practices.
Primary care nurses play a key role in identifying and responding to mental health needs, yet often report limited confidence and support in conducting assessments. A CPD program grounded in reflective practice and clinical supervision was co-created to address these gaps. Program design included a program theory representing the selected training processes and their expected outcomes.
Theory-driven evaluation using relevancy testing with a mixed-methods approach.
Data collection included questionnaires based on the Ability, Motivation and Opportunity (AMO) framework at baseline, post-training, and 4-6 months follow-up; semi-structured interviews; observational field notes; and a logbook. Research team members analyzed qualitative data thematically and quantitative data descriptively.
Fourteen primary care nurses from two healthcare centres in Quebec participated (n = 13 completed). The program enhanced nurses' ability (knowledge, skills), motivation (confidence and professional engagement), and perceived opportunities at the individual level. Participants reported integrating new practices, including systematic screening, goal-setting, and follow-up, indicating behavioural change. Results suggest reflective and clinical supervision mechanisms that may have explained these outcomes and that enrich the initial CPD program theory.
A CPD program integrating reflective practice and clinical supervision can strengthen conditions for evidence-based mental health assessment in primary care. Sustained practice change, however, requires alignment with organizational support processes.
Primary care nurses play a key role in identifying and responding to mental health needs, yet often report limited confidence and support in conducting assessments. A CPD program grounded in reflective practice and clinical supervision was co-created to address these gaps. Program design included a program theory representing the selected training processes and their expected outcomes.
Theory-driven evaluation using relevancy testing with a mixed-methods approach.
Data collection included questionnaires based on the Ability, Motivation and Opportunity (AMO) framework at baseline, post-training, and 4-6 months follow-up; semi-structured interviews; observational field notes; and a logbook. Research team members analyzed qualitative data thematically and quantitative data descriptively.
Fourteen primary care nurses from two healthcare centres in Quebec participated (n = 13 completed). The program enhanced nurses' ability (knowledge, skills), motivation (confidence and professional engagement), and perceived opportunities at the individual level. Participants reported integrating new practices, including systematic screening, goal-setting, and follow-up, indicating behavioural change. Results suggest reflective and clinical supervision mechanisms that may have explained these outcomes and that enrich the initial CPD program theory.
A CPD program integrating reflective practice and clinical supervision can strengthen conditions for evidence-based mental health assessment in primary care. Sustained practice change, however, requires alignment with organizational support processes.
Authors
Girard Girard, Lemée Lemée, Lafontaine Lafontaine, Carrier Carrier, Langlois Langlois, Clabault Clabault, Arroyave Arroyave, Gagné Gagné
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