Tagged: E Mental Health; community of practice; transformative practice; practice; innovation; research
E Mental Health and Gamification
My latest publication with my Australian computing science colleagues is about using gamification (an app game on a smart phone) to address the problems of Metabolic Syndrome associated with medication taking to treat some severe mental health conditions. In this paper we describe some of the computing science considerations for testing a new health app, and particularly … the way we included clinicians in our testing to check that the way we developed the lifestyle modification interventions in a game format that retained the integrity of the face-to-face as usual treatment for this condition. The good news is – it did… So, the next phase will be to test a new edition of the app in a clinical population.
Research – it is SO exciting…. creating the evidence for future practice… designed to help real people, with real mental health challenges. It is all about the people, people!
PS – and bonus… it includes pictures!
Pass it around! Available in full at this link: https://www.researchgate.net/publication/321938987_GAMIFICATION_IN_E-MENTAL_HEALTH_DEVELOPMENT_OF_A_DIGITAL_INTERVENTION_ADDRESSING_SEVERE_MENTAL_ILLNESS_AND_METABOLIC_SYNDROME
Person-centred E Mental Health
Explore, Build and Connect workshop
Philosophy and knowledge development pedagogy
The philosophy for this workshop is a participant -centred learning design and this aligns with person-centred approaches to mental health care, aligning practice, innovation and research with participant learning experiences in a unique and relevant way.
The pedagogy for learning and knowledge development in this workshop is underpinned by an Explore, Build and Connect framework that is suitable for face-to-face and online learning formats (Alkhaldi et al., 2016; Gallo, 2011; Howatson-Jones, Thurgate, Harnett, Thompson, & Jordan, 2013; Lau, 2011; Paliadelis et al., 2014; Wilson & Hungerford, 2015). The framework will help in building consistent and equitable learning experiences across groups, and will assist workshop leaders to provide participants with a satisfying learning experience.
This framework accommodates a storytelling and case based approach to learning about the topic areas and facilitates opportunities for participants to reflect on their knowledge development as they imagine clinical, innovation and research applicability (Paliadelis et al., 2014). The use of an explore, build and connect framework integrates learning across all three learning domains and this approach builds a common learning scaffold between learning/ knowledge development interactions during face-to-face sessions, and as work integrated learning to transform practice. Thus, knowledge is formed and shared using social interactions in to build a collective intelligence among participants (Lau, 2011). Internet-based learning resources including social media, and forum discussion extend the knowledge exchange methods that promote the development of moral reasoning for health professionals and provide a practical skill set for participants who will increasingly be required to blend not only their learning across digital and real life domains, but also their clinical practice in digital and face-to-face domains (Arrigoni, Alvaro, Vellone, & Vanzetta, 2016; Rolls, Hansen, Jackson, & Elliott, 2016; Wilson, Ranse, Cashin, & McNamara, 2013).
But first… Mindful preparations… with a cup of coffee!
To explore new ideas, build new knowledge based on evidence and connect new knowledge to transformative practice. The idea is – you will need some peers and colleagues to share your ideas with… and to listen to others ideas… to co-produce a shared knowledge.
At the end of this session you will:
- Have had the opportunity to explore and discuss new concepts related to the topic with peers in a safe environment where ideas are valued, and vulnerability with new material is respected.
- Have participated in building a new shared and co-produced knowledge with a small group of peers.
- Have been exposed to compelling evidence (or significant knowledge gap) to support new ideas, and/or new questions to develop & transform evidence base or practice.
- Have an opportunity to interrogate some evidence and propose how it aligns, or misaligns with practice, innovation or research frameworks and agendas.
- Connect the new knowledge that has been co-created, to practical and transformative settings.
- Take-away (or transact) a new applied knowledge that has been developed using group-based co-creative and transformative processes, for application within a community of practice.
What do we mean by Person-centred Mental Health….?
A person-centred approach is concerned with human connectedness: the capacity for feelings to be received and understood, and lives to be revealed… illuminates the needs of the person with a mental health condition, her or his family, carers and clinicians through an interactive process of dialogue & information exchange (Procter et al, 2014)
Digital interventions are defined as programs or resources that provide information and/or emotional, decisional or behavioural support for health problems using a digital platform for delivery such as a website (Alkhaldi et al., 2016).
Blended care is a strategy that combines traditional face-to-face or centre-based services with digital or mobile technology strategies
Digital literacy refers to the basic information technology skills and literacy required to utilise and interact with others via digital technologies. These include communicating and navigating successfully using the Internet, computers, digital telephones and email.
Web 1 Content is website owner written and managed. Access is provided to users who choose to go to the site and receive information. Passwords can be used to restrict access to a selected target group. Web 1 represents the first iteration of the Internet.
Web 2 is defined as Internet based application for user-generated content that is an interactive component of web-based communication platforms. Social media channels are an example of web 2.
Mobile devices include mobile or cell telephones, smart phones, tablets and notebooks.
Telepsychiatry is frequently referred to as video-linked service between health services where the consumer or patient and/or carer is in one location, while the specialist mental health practitioner/s are in a separate location.
Pause….Where is your phone?
Where is your smart phone? How often is it within reach? How convenient is it to use day or night?
Can you accessing health information anytime you want? Is it convenient? Desirable? Does it have any limitations?
Explore the topic
- In small groups of 3 or 4 use your smart device or laptop to gather relevant information about person centred E mental health care. You are free to explore any aspect of the topic area that you want to. You should explore a combination of best practice evidence and popular views.
- Prepare to share your information with the whole group later.
Here are some links to prompt a start… you might find other interesting information as well… relax… explore the topic… enjoy the journey.
- https://www.beyondblue.org.au/ http://www.blackdoginstitute.org.au/factsheets/).
- Google scholar
- … and a personal favourite http://mindhelper.dk/
Imagine for a moment that you are concerned about your partner or child who you think may have depression. Using the web browser of your choice, search for the Black Dog Institute and look for general information that describes depression and its treatment. What resources did you find? How suitable were they for providing basic information? Were they easy to find? What digital skills and hardware types did you need to access this information?As an E health care professional, how can you support people to gather the information useful to them to help them, and the people they care for? Discuss.
Build your knowledge
Think back to a time when you have utilised online websites or apps to gain some health related information for your personal use. What was your experience of gathering web-based information like?
Were you satisfied that you located good quality information? How did you know you could trust the information? Or, were you suspicious about the quality of information you found? Did you find conflicting advice and if so, how did you decide which advice was correct?
If you were successful in your online search for health information, what digital literacy skills did you need to be successful? How did you develop those personal skills? How would you assist others without these skills to obtain good quality health information? As an E health professional, what codes of practice will you need to be mindful of to ensure that you provide safe advice about health to people seeking your professional assistance?
Share the information you have discovered as a small group with a larger group.
Together…discuss the concepts, interrogate the evidence base, and develop and synthesise knowledge about the topic.
Connect your shared knowledge to the practical settings where you work and study.
Think back to the last time you called a service provider and were greeted by an automated phone service and menu.
How did you feel as you listened and made your way through the selections available?
Did you want to ask a question, but couldn’t? Did you want to talk about something slightly different to the categories offered? Did you feel like your enquiry was going to fit with the options available?
Or, would you have liked a different option that was not suggested? Did you fit into the menu available to you?
Did you mind having to select numbers and follow instructions? Was it convenient? (And if so; to who?) What emotions did you experience? Ambivalence? Frustration? Anger? Unintelligent? Confused? Happy? Helped? Content? Reflect on your experiences and feeling about your experiences?
Drawing forward your own learning from your own reflection on this type of experience, how do you think you would be able to assist a person with a mental health problem (or their carer) in this type of context? How will you engage with them positively? Can you see any barriers or enablers to automated services in a mental health context? Discuss with your peers.
Imagine you are planning a brief E mental health education intervention for a carer or a person experiencing an episode of depression using resources from Beyond Blue and/ or the Black Dog Institute websites, using mobile technology such as a smart phone.
What preparation will you need to do beforehand?
How will you convey the information and resources you have found to your clients?
How will you select appropriate information?
What education goals will you set?
How will you know your intervention has been effective and helpful?
How will you guide and facilitate the health learning experience?
Map your collaborative ideas…
- In group discussion identify the practical skill set to apply knowledge in the clinical setting; innovation setting and research setting.
- In the group discussion – explore collaboration using a SWOT model strengths; weakness, opportunities; threats.
- Think about a direct application to clinical e practice and person-centred mental health recovery. And, application to carer support and mental health promotion.
- Consider application to safe practice, culturally inclusiveness and ethical care provision across the lifespan.
Synthesis: A community of practice…
Summarise your new applied knowledge that has been developed using group-based co-creative and transformative processes, for application within a community of practice.
My Samples include:
- Design and user experience matters
- Human connection matters
- Safety matters
- Do with (not to) matters
- Evidence based practice matters
- Practice informed evidence matters
- Person, always first, and last.
But … what did you learn?
What are your top three take-aways from this session that will inform the way you work towards person-centred e mental health care?
What else do you need to do/read/learn to strengthen your professional development for this topic area?
Start your transformative To Do list here: