720 research outputs found
Collaboration, Coproduction, Networks - Convergence of Theories
10.1080/14719037.2013.866479Public Management Review174587-61
Icelandic primary care physican's intent to refer patients with mental health concerns to psychologists
Access to thesis permanently restricted to Ball State community only.There are few studies that focus on the referral behavior of primary care physicians (PCP), and there are none on Icelandic PCPs referral behavior. The purpose of this study was to examine factors contributing to Icelandic PCPs intentions to refer patients with mental health concerns to psychotherapy using variables from the Theory of Planned Behavior (TPB: Attitudes, Subjective Norms, Perceived Behavioral Control, Referral Intentions), referral history, and barriers to psychotherapy referrals. Path analyses were performed on data from 92 Icelandic PCPs to test two proposed models and an alternative post hoc model. It was found that PCPs attitudes towards psychologists mediated the relationship between cost of psychological services (Barrier 2) and intention to refer to psychotherapy and between PCPs urgency to treat patients presenting with mental health concerns (Barrier 3) and intention to refer. Furthermore, the cost of psychotherapy as a barrier was linked with PCPs perceived control over referral, and PCPs urgency to treat their patients was linked with subjective norms. This study extends the available literature on the TPB by demonstrating the usefulness of attitudes mediating the relationship between specific contextual elements that are important to the behavior under study and intentions.Thesis (Ph. D.)Department of Counseling Psychology, Social Psychology, and Counselin
Evidence-Based Practice Gap in Knowledge
Evidence-based practice (EBP) has been shown to affect quality, safety, and decrease costs to organizations. To improve patient outcomes, health care facilities are adopting standards that require nurses to provide care based on evidence. Until recently, diploma and associate nursing curriculums have failed to include education on the principles of EBP leaving these nurses unprepared to adapt to changes as evidence is implemented. The American Association of Colleges of Nursing (2008) designates EBP as a key component of professional education in the baccalaureate level of education. The purpose of this project was to investigate a change in Associate Degree Nurses\u27 knowledge, skills, and attitudes after participation in an EBP educational intervention. A total of 38 nurses (79% ADN graduates) attended a class on EBP principles and participated in a pre-intervention and post-intervention using the EBP beliefs (EBPB) and EBP implementation (EBPI) scales. Additionally, 29 (90% ADN) of these nurses completed the same survey four weeks later. Participants registered higher scores in both their beliefs and implementation skills after the educational intervention. They maintained higher scores between the pre-intervention scores and four weeks\u27 postintervention scores. Statistically significant differences in scores were determined using t tests that compared aggregate means between the pre-intervention and post-intervention scores of the EBPB scale (p = .019). Additional statistically significant differences in means were found for the ADN stratified group between the pre-intervention and four weeks post- intervention scores of the EBPB scale (p = .02). EBP education can improve nurse\u27s beliefs, attitudes, and implementation skills but not maintain confidence in implementation skills over time
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