scholarly journals Senior emergency department staff also need mental health training

2012 ◽  
Vol 36 (8) ◽  
pp. 314-314
Author(s):  
Thomas J. Burden
Keyword(s):  
Mental Health ◽  
Emergency Department ◽  
Mental Health Training ◽  
Health Training ◽  
Emergency Department Staff ◽  
Department Staff

Increasing confidence of emergency department staff in responding to mental health issues: An educational initiative

2004 ◽  
Vol 7 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Cynthia M Stuhlmiller ◽  
Barry Tolchard ◽  
Lyndall J Thomas ◽  
Charlotte F de Crespigny ◽  
Ross S Kalucy am ◽  
...  
Keyword(s):  
Mental Health ◽  
Emergency Department ◽  
Health Issues ◽  
Educational Initiative ◽  
Emergency Department Staff ◽  
Mental Health Issues ◽  
Department Staff

scholarly journals Emergency department junior medical staff's knowledge, skills and confidence with psychiatric patients: a survey

2012 ◽  
Vol 36 (5) ◽  
pp. 186-188 ◽  
Author(s):  
Jacqueline Therese Gordon
Keyword(s):  
Mental Health ◽  
Emergency Department ◽  
Emergency Services ◽  
Psychiatric Patients ◽  
Medical Emergency ◽  
Junior Doctors ◽  
Mental Health Training ◽  
Liaison Psychiatry ◽  
Health Training ◽  
Mental Health Patients

Aims and methodTo determine knowledge, skills and confidence of junior medical emergency department staff in managing mental health patients. Over a 2-year period new emergency department junior doctors were given a questionnaire to complete early on in their post and prior to any mental health training. The questionnaire asked about knowledge, confidence, concerns and skills in the management of mental health patients in accident and emergency services.ResultsMore than half of the 32 doctors surveyed said they lacked knowledge, skills and confidence when assessing mental health patients.Clinical implicationsThe survey has demonstrated a need for mental health training of new doctors working in the emergency department. Effective training for such doctors can be offered by a liaison psychiatry service. This should be embedded in their teaching programme and be continually responsive to their perceived training needs.

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