Towards practice change: a qualitative study examining the impact of a Child Psychiatric Access Program (Project TEACH) on Primary Care Provider practices in New York State during pandemic times.

Background: This study aims to explore the perceived impact of Project TEACH (Training and Education for the Advancement of Children's Health), a New York State Office of Mental Health funded Child Psychiatric Access Program (CPAP), on pediatric Primary Care Providers (PCPs) and their practice. Practice change over time was assessed in the context of rising mental health needs and in the context of COVID19 pandemic.

Methods: Focus groups utilizing a semi-structured format were conducted with pediatric PCPs who have been high utilizers of Project TEACH over the past 5-10 years and PCPs in similar regions who have been low or non-utilizers of the program.

Visual-Tactile Phobic Hallucinations in a Child With Stimulant-Managed Attention-Deficit/Hyperactivity Disorder (ADHD).

Hallucinations are not uncommon in the pediatric population, and they can occur in a variety of presentations influenced by medical and non-medical factors. This case report summarizes existing literature concerning visual-tactile phobic hallucinations (VTPH) and describes a case with a unique presentation: VTPH in a child with stimulant-managed attention-deficit/hyperactivity disorder (ADHD). Observations made in this case and in those like it are used to characterize VTPH as a distinct psychiatric phenomenon that is observed in children without metabolic, neurologic, or other medical involvement.

Trajectories of psychiatric diagnoses and medication usage in youth with 22q11.2 deletion syndrome: a 9-year longitudinal study.

Background: Chromosome 22q11.2 deletion syndrome (22q11DS) is associated with high rates of psychiatric disorders, including schizophrenia in up to 30% of individuals with the syndrome. Despite this, we know relatively little about trajectories and predictors of persistence of psychiatric disorders from middle childhood to early adulthood.

Resident and family perspectives. The first year in a long-term care facility.

The purpose of this longitudinal study was to explore perspectives, needs, and expectations of residents (N = 6) and family members (N = 3) of the resident's first year in a long-term care facility. The narrative method and a semi-structured interview guide were used to obtain participants' views at 2 and 6 weeks, and 3, 6, 9, and 12 months after admission. During data analysis, six themes emerged, which suggest implications for gerontological nursing education and practice.

Health information telephone service for seniors.

The use of the telephone as a medium for providing health information and support specifically to seniors is relatively new. Of the more than 80 Canadian services, apparently only two are dedicated exclusively to older people. Recently, nursing faculty from The University of Western Ontario in London, Ontario, conducted a survey to assess the need for, and probable use of, a free health information telephone service for seniors in the community.

Self-efficacy of senior baccalaureate nursing students and preceptors.

The purpose of this descriptive study was to investigate the effects of a senior clinical preceptorship experience on the self-efficacy levels of senior baccalaureate nursing students and their preceptors. Bandura's (1977, 1986) theoretical model of self-efficacy provided the conceptual framework. A non-probability convenience sample of 74 students and preceptors completed the self-efficacy pre-questionnaire; 47 the post-questionnaire.

Residents' perspectives of their first 2 weeks in a long-term care facility.

This study investigated residents' perspectives of their first 2 weeks in a long-term care facility (LTCF). Twelve residents were interviewed to determine their experiences during the first 2 weeks, their needs, priorities and expectations, and their views about how relocation from home could be facilitated. The constant comparative method of qualitative analysis (Glaser & Strauss, 1967) was used.

Effect of pregraduate preceptorship experience on development of adaptive competencies of baccalaureate nursing students.

Kolb's (1984) theory of experiential learning was used as a framework to study 50 baccalaureate nursing students' perceptions of the contributions of a senior preceptorship experience to the development of adaptive competencies. Nursing learning environments were thought to contribute most to divergent and convergent competencies, reflecting the importance of both people-oriented and scientific skills in nursing. The preceptorship had a significant impact on most learning competencies.