Background: Collaborative care (CC) is an evidence-based model of care for treating behavioral health conditions in primary care settings. The CC team consists of a primary care provider, behavioral health care manager (CM), and a consultant psychiatrist who collaborate to create treatment plans. To date, there is limited data on factors associated with meaningful engagement in CC programs.
Objective: To identify the proportion of patients who were meaningfully engaged and to investigate the factors associated with meaningful engagement in a CC program.
Methods: Data was collected from a CC program implemented across 27 adult primary care clinics in a Midwestern, U.S. academic medical system. Logistic regression (n = 5218) was used to estimate the odds of receiving meaningful engagement.
Results: Data was collected from 6437 individuals with 68% being female and a mean age of 45 years old (standard deviation 17.6). Overall, 57% of patients were meaningfully engaged; however, this proportion differed based on demographic and clinical factors. Among modifiable clinical factors, systematic case reviews between the CM and psychiatrist (odds ratio: 10.2, 95% confidence interval: 8.6-12.1) and warm handoffs (odds ratio: 1.3, 95% confidence interval: 1.1-1.5) were associated with a higher likelihood of receiving meaningful engagement.
Conclusions: The presence of systematic case reviews between the behavioral health CM and the consultant psychiatrist was highly associated with meaningful engagement. When implementing such programs, high fidelity to the core principles including regularly scheduled systematic case reviews should be pursued.
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http://dx.doi.org/10.1016/j.jaclp.2024.01.006 | DOI Listing |
Niger Med J
January 2025
Otorhinolaryngology-HNS Department, Jos University Teaching Hospital, Jos, Plateau State, Nigeria.
Background: The learning environment (LE) plays a crucial role in the performance and training of medical students. Different tools have been used to assess the LE with various conclusions. However, the John Hopkins Learning Environment Scale (JHLES) which is a relatively newer scale is more specific, less cumbersome to administer, and has a wider scope.
View Article and Find Full Text PDFDementia (London)
January 2025
Centre for Ageing Research and Translation, Faculty of Health, University of Canberra, Bruce, ACT, Australia.
Reminiscence is a meaningful activity for people with dementia, but research implementing digital reminiscence tools into environments with older people is not well developed. This project sought to understand the effectiveness of a digital reminiscence tool in aiding person-centred dementia care with people attending a day respite centre and a group residential home, in metropolitan eastern Australia. This study used semi-structured interviews and ethnographic observations using a qualitative reflexive thematic analysis with seventeen participants including people with dementia ( = 8), their loved ones ( = 5) and staff = 4) Themes identified were: 1.
View Article and Find Full Text PDFInforming and engaging all actors in the land sector, including land-owners and managers, researchers, policy-makers and citizens, on the most effective sustainable land-based solutions and behavioural changes is a key strategy for achieving climate change adaptation and mitigation targets at the global as well as at EU and local level. One requisite to support actors in the land sector is to provide them publicly available, reliable and ready-to-use information related to the implementation of Land-based Adaptation and Mitigation Solutions (LAMS). Here we introduce a LAMS catalogue, a collection of meaningful quantitative and qualitative information on 60 solutions characterised according to a set of specifications (e.
View Article and Find Full Text PDFActa Psychol (Amst)
January 2025
School of Humanities and Law, Gannan University of Science and Technology, Ganzhou 341000, China. Electronic address:
The purpose of this research includes analyzing the interaction between online English learning motivations, digital readiness, academic engagement, self-regulated English learning attainment, and technology self-efficacy. These interactions were examined based on data gathered from learners in online English courses through the method of structural equation modeling. Analysis found that online English learning motivation has a significant impact on the learners' level of digital readiness and levels of academic engagement, thereby underlining its importance in getting learners ready for meaningful navigation of the digital environments with emphasis on specific academic tasks.
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