City Research Online

Abstract

Current evidence strongly supports the implementation of family interventions as a recognised approach to working with families. The aim of this study was to evaluate postgraduate students' learning experiences and skills development whilst undertaking a Master of Science module in family interventions. Questionnaires were used to elicit students' learning and experiences in relation to their work with families. Following analysis of students' responses, the key themes that emerged in relation to family interventions included: prior learning and experiences, changes in practice, skills development, supports in practice, and course strengths and challenges. Participants particularly valued the simulated learning and reflective elements of the module. The results of the study suggest that more staff should have access to education and training to enable practitioners to work more effectively with families. However, they will need to have support mechanisms in practice to effectively implement family interventions.

Publication Type:	Article
Additional Information:	This is an Accepted Manuscript version of the following article, accepted for publication in Issues in Mental Health Nursing. Edward McCann & Freda Neill (2019) Impact of a Family Interventions Module on Students’ Knowledge, Skills and Attitudes, Issues in Mental Health Nursing, 40:9, 747-753. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Publisher Keywords:	Nursing; mental health; family interventions; simulated learning; evaluation
Subjects:	H Social Sciences > HM Sociology R Medicine > RC Internal medicine
Departments:	School of Health & Psychological Sciences > Nursing
SWORD Depositor:	Symplectic Administrator

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