There is a critical need for advanced practice psychiatric mental health (PMH) nurses. Advanced practice PMH nursing is by far the smallest nursing specialty in the United States, with only 3.11 advanced practice PMH nurses per 100,000 nurses nationwide (Drew & Delaney, 2009). Coupled with the increased demand for mental health services as a result of the affordable care act (Grohol, 2012), the need for advanced practice PMH nurses is greater than ever before. Interprofessional education is a natural fit for PMH care, since many psychiatric disorders are associated with health barriers that are amenable to intervention by a variety of professions. Persons with psychiatric disorders have a higher prevalence of obesity, metabolic syndrome, liver disease, and hypertension than the general population (Von Hausswolff-Juhlin, Bjartveit, Lindstrom & Jones, 2009). Many are prescribed medications (e.g., antipsychotics) known to cause weight gain, dyslipidemias, and glucose metabolism dysregulation. Persons with mental health/substance abuse disorders have documented poor nutritional habits, are among the most sedentary groups in America (Beebe et al, 2005), and engage in little preventive health care. Educating PMH nursing, exercise physiology, nutrition, and pharmacy graduate students together fosters holistic assessment and treatment practices to promote health, empowerment, and well-being for this vulnerable group.
RIDE Rotation Overview
RIDE is supported by a grant from the Health Resources and Services Administration (HRSA), project number D09HP25932-01-00.
Offered through the University of Tennessee’s distance technology platform (Zoom and Canvas), the RIDE rotation is uniquely focused on recovery-based care. Organizing the RIDE rotation around the recovery model ensures an emphasis upon optimal health and quality of life. The Substance Abuse and Mental Health Services Administration (SAMHSA-2012, p. 3) defines recovery as “a process of change through which individuals improve their health and wellness, live a self-directed life, and strive to reach their full potential.” Health is a major dimension supporting recovery, and incorporates activities aimed at overcoming/managing one’s disease(s) as well as living in a physically and emotionally healthy manner. Further, recovery-based education views the definition of recovery and the identification of recovery-related goals as best determined by the client. The role of the interprofessional team is to support the client’s efforts to make sense of, deal with, and overcome illness and enhance health. Team support includes not only traditional treatments (e.g., medication, psychotherapy), but self-care activities (healthy eating, smoking cessation, exercise) that foster a full, meaningful, and self-determined life.
Reference: Substance Abuse and Mental Health Services Administration (2012). SAMHSA’s Working Definition of Recovery: Ten guiding principles of recovery. PEP12-RECDEF.
SIM patient team interaction
RIDE activities are in addition to graduate psychiatric mental health nursing coursework.
- You will have two synchronous online class meetings via Zoom with your assigned interprofessional team and faculty.
- You will be assigned to either the Tuesday or Thursday section.
- Teams are made up of graduate students from psychiatric mental health nursing, pharmacy, nutrition, and exercise physiology.
In person OR online
- You will have one live simulated team experience interacting with a simulated client, conducted in person at the Knoxville Simulation lab for locals and via Double Robot for distance students.
- The experience will take place in a single evening from 6 to 8:15 p.m., with teams starting at different times.
- Your team does not have to be present for the entire time. Your team will need to be present for 1:15.
All in person
- You will have a three-day intensive clinical experience with your assigned team and faculty at our clinical partner, the Helen Ross McNabb Center in Knoxville.
- The experience will span three full days to be announced at the Helen Ross McNabb Center, Knoxville, and the College of Nursing.
- The clinical was the most highly rated portion of the program by past cohorts.
Weeks one and two (online) focused on interprofessional education and the recovery model, respectively. During week three, student teams interacted “live” with a mock client in person or via video conferencing. During week four, student teams designed recovery-based wellness plans for clients during an immersion experience at a community mental health center (CMHC). The project was approved by the University of Tennessee IRB. Consenting students completed the Team Strategies and Tools to Enhance Performance and Patient Safety-TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ) anonymously online (Baker, Krokos & Amodeo, 2008) pre- and post-RIDE and attended a post-RIDE focus group conducted by our independent evaluation team.
RIDE was offered for the first time during fall semester 2014. Cohort two completed RIDE in fall 2016 and cohort three during spring 2016. Cohort four is scheduled to complete RIDE during spring 2017. Beginning with cohort three, in addition to the Team Strategies and Tools to Enhance Performance and Patient Safety-TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ-Baker, Krokos & Amodeo, 2008) reference above, consenting students also completed the Team Development Measure (TDM-Stock, Mahoney & Carney, 2013) anonymously online pre- and post-RIDE.
Chad Phillips and Anne Marie Green, nursing students from cohort one, received two awards from the International Society of Psychiatric Nurses in 2015—best student poster and second place overall—for their poster titled Monitoring Recovery during Home Visits to Persons with SSDs: The Student Role in Interdisciplinary Research.
Beebe, L.H., Roman, M., Raynor, H., Thompson, D., & Franks, A. (in press). Recovery-based Interprofessional Distance Education (RIDE): Graduate student responses. Nursing Education Perspectives.
Beebe, L.H., Roman, M., Raynor, H., Thompson, D., & Franks, A. (in press). Transforming Healthcare Through Interprofessional Graduate Education. Perspectives in Psychiatric Care.
Beebe, L.H., Roman, M., Raynor, H., Thompson, D., & Ray, S. (2015). The Recovery-Based Interprofessional Distance Education (RIDE) Rotation: Content and Rationale. Issues in Mental Health Nursing. 36(10), 773–780.
Beebe, L.H., Roman, M., Skolits, G., Raynor, H., Thompson, D., & Ray, S. (2015). Effects of an Online-Blended Interprofessional Education Program on Graduate Students in Psychiatric Nursing, Exercise Physiology, Nutrition and Pharmacy: A Pilot Study. 1(3), 7– 12. American Research Journal of Nursing.
Baker, D.P., Krokos, K.J., & Amodeo, A.M. (2008). Team STEPPS Teamwork Attitudes Questionnaire Manual. US Department of Defense: Washington, DC
Beebe, L.H., Tian, L., Morris, N., Goodwin, A., Swant-Allen, S., and Kuldau, J. (2005). Effects of exercise on mental and physical health parameters of persons with schizophrenia. Issues in Mental Health Nursing, 26, 661–676.
Drew, B.L., and Delaney, K.R. (2009) national survey of psychiatric mental health advanced practice nursing: development, process and finding. Journal of the American Psychiatric Nurses’ Association, 15(2), 101–110
Grohol, J.M. (2012) Mental health Care Benefits under Affordable Care Act (Obamacare). PsychCentral. Retrieved 12;15;12
Stock, R., Mahoney, E., & Carney, P.A. (2013). Measuring team development in clinical care settings. Family Medicine, 45, 691–700.
Von Hausswolff-Juhlin,Y., Bjartveit, M., Lindstrom, E., and Jones, P. (2009). Schizophrenia and physical health problems. Acta Psychiatrica Scandanavica, 119 (Suppl 438), 15–21.