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The effect of a training programme on school nursesā knowledge, attitudes, and depression recognition skills: The QUEST cluster randomised controlled trial
Background
Mental health problems in children and young people are a vital public health issue. Only 25% of British school children with diagnosed mental health problems have specialist mental health services contact; front-line staff such as school nurses play a vital role in identifying and managing these problems, and accessing additional services for children, but there appears limited specific training and support for this aspect of their role.
Objectives
To evaluate the effectiveness of a bespoke short training programme, which incorporated interactive and didactic teaching with printed and electronic resources. Hypothesized outcomes were improvements in school nursesā knowledge, attitudes, and recognition skills for depression.
Design
A cluster-randomised controlled trial.
Participants and setting
146 school nurses from 13 Primary Care Trusts (PCTs) in London were randomly allocated to receive the training programme.
Methods
School nurses from 7 PCTs (nāÆ=āÆ81) were randomly allocated to receive the training intervention and from 6 PCTs (nāÆ=āÆ65) for waiting list control. Depression detection was measured by response to vignettes, attitudes measured with the Depression Attitude Questionnaire, and knowledge by the QUEST knowledge measure. These outcomes were measured at baseline and (following training) 3 months and nine months later, after which nurses in the control group received the training programme.
Results
At 3 months, 115 nurses completed outcome measures. Training was associated with significant improvements in the specificity of depression judgements (52.0% for the intervention group and 47.2% for the control group, PāÆ=āÆ0.039), and there was a non-significant increase in sensitivity (64.5% compared to 61.5% PāÆ=āÆ0.25). Nursesā knowledge about depression improved (standardised mean differenceāÆ=āÆ0.97 [95% CI 0.58 to 1.35], PāÆ<āÆ0.001); and confidence about their professional role in relation to depression increased. There was also a significant change in optimism about depression outcomes, but no change in tendency to defer depression management to specialists. At 9-month follow-up, improved specificity in depression identification and improved knowledge were maintained.
Conclusions
This school nurse development programme, designed to convey best practice for the identification and care of depression, delivered significant improvements in some aspects of depression recognition and understanding, and was associated with increased confidence in working with young people experiencing mental health problems