Evaluating the impact of training in psychosocial interventions: a stakeholder approach to evaluation--part II.
Part I of this article presented an examination of the methodology used in previous psychosocial interventions (PSI) research and the rationale for the collaborative, qualitative design used in this study. In this second article the findings from an evaluation of five short PSI training courses are presented. Findings demonstrated that while the training was positively evaluated by participants and seen to be relevant to practice, the actual dissemination of PSI training into practice was a complex and context dependent process. There was difficulty for course participants in using PSI in practice as discrete, formal interventions. Rather the predominant way participants used PSI in practice was via a process of modifying PSI. The course philosophy, content and mode of delivery impacted on how the respondents constructed PSI as an overall approach to care and working relationships. Participants reported other 'hidden' benefits of training, such as reaffirming practice, increasing confidence and perhaps most powerfully, a change in attitude linked to the importance and impact attached to the service user and carer involvement in delivering the courses. Discussion locates the findings within the findings from previous PSI training evaluations and recommendations are made for a reappraisal of approaches to PSI training and research.
School of Community Health, Faculty of Health and Life Sciences, Napier University, Edinburgh, UK. s.forrest@napier.ac.uk
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D004493:Education; D006801:Humans; D001523:Mental Disorders / Q000628:therapy*; D008605:Mental Health Services / Q000592:standards*; D010358:Patient Participation; D015397:Program Evaluation; D011568:Psychiatric Nursing / Q000193:education; D012944:Social Support; D006113:United Kingdom