Integrating Mental Health Concepts in the Care of Adults With Chronic Illnesses: A Curricular Enhancement

Background: In the United States, inadequate attention has been given to the mental health needs of chronically ill adults, and the attempts to integrate mental health in primary care have fallen short. Method: This article describes the beginning efforts of the faculty at Duke University School of...

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Bibliographic Details
Published in:The Journal of nursing education 2015-11, Vol.54 (11), p.645-649
Main Authors: Hendrix, Cristina C, Pereira, Katherine, Bowers, Margaret, Brown, Jennifer, Eisbach, Shelly, Briggs, Melvania E, Fitzgerald, Kathleen, Matters, Loretta, Luddy, Cindy, Braxton, Loretta
Format: Article
Language:English
Subjects:
Adult
Aged
Behavioral Sciences
Chronic Disease - nursing
Chronic Disease - psychology
Chronic Illness
Clinical Competence
College Faculty
Competence
Course Content
Curricula
Curriculum
Departments
Education, Nursing
Geriatrics
Grants
Health Needs
Human Services
Humans
Mental Health
Mental Health - education
Nurses
Nursing
Nursing education
Physical Health
Physicians
Psychiatric-mental health nursing
Self Management
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Summary:Background: In the United States, inadequate attention has been given to the mental health needs of chronically ill adults, and the attempts to integrate mental health in primary care have fallen short. Method: This article describes the beginning efforts of the faculty at Duke University School of Nursing to integrate mental health concepts into its adult–gerontological nurse practitioner and family nurse practitioner curricula. Results: Competency and course content mapping activities revealed opportunities for mental health enhancement. Five mental health concepts were identified for module development: spectrum of emotions, validation skills, self-management, resilience, and diversity. Mental health modules will be integrated in the nurse practitioner Physical Assessment and Diagnostic Reasoning course, as well as in various clinical courses. Conclusion: Challenges and lessons learned, including efforts to foster active interprofessional learning among medical, physician assistant, and nurse practitioner students, are described. [Challenges and lessons learned, including efforts to foster active interprofessional learning among medical, physician assistant, and nurse practitioner students, are described. [ J Nurs Educ. 2015;54(11):645–649.]
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20151016-06