Improving Workforce Development for Integrated Care and MAT Settings

Background & Purpose: In spite of the now common understanding of the importance of integration, mental health and primary care services remain largely siloed. Between 2018 – 2021 (the program runs until 2022, but this presentation focuses on data collected for the first 3 years), the Integrated Care Across the Lifespan (ICAL) and Opioid Use Disorder/ Medication Assisted Treatment (MAT) programs at the University of Connecticut School of Social Work (UConn) were implemented to increase the number of professionals entering the behavioral health field who have enhanced capacity to provide services in an ICAL or MAT setting. In addition, the program builds the capacity of agencies in underserved communities to offer quality ICAL and MAT services.

Methods: This study looked at meeting the following objectives: add 80 UConn MSW students to the workforce committed to a career focused on providing behavioral health services in ICAL or MAT settings, enhance the number and capacity of field practica settings that offer ICAL or MAT to provide high-quality clinical training for MSW students, and provide interprofessional training to practitioners.

Participants included students in the ICAL/MAT program and their field instructors. Qualitative and quantitative survey data were utilized to examine the process of program development, service delivery, fidelity to guiding principles, and continuous improvement towards greater quality of the curriculum and field practica experience.

All students to date completed web-based surveys at three time points during their academic year of fieldwork and related coursework. Each survey assessed students’ awareness of the benefits of integrated care, how confident students feel to work in the setting, and their level of interest in engaging with populations in these settings. Field instructors were also assessed at the end of each academic year via a web-based survey. Measures included Integrated Care Expertise Questionnaire (ICE-Q), Professional Opinion Scale (POS), Self-Efficacy Regarding Social Work Competencies Scale (SERSWCS), Nathanson and Gifford Ethics Scale (NGES) and other items. Data were analyzed using descriptive statistics and one-way ANOVA.

Results: T-test results from student surveys show a statistically significant increase in areas of confidence between time points one and two; including increase in confidence in knowledge about social determinants of health (p<.05), ICAL and MAT theories (p<.01), and working effectively with clients with co-occurring medical and behavioral difficulties (p<.05).

Follow-up qualitative feedback from students and field instructors indicated that the ICAL/MAT program was effective in increasing student’s confidence in and knowledge of ICAL and MAT. Students reported the ICAL classroom learning has prepared them for working on ICAL teams, and MAT students noted gaining empathy for people with addiction and planning to work against stigma in their future careers.

Conclusions and Implications: This evaluation helped to inform the oversight committee and their future course and field work corrections. Based on this educational experience, students reported an increased interest in pursuing careers working with these vulnerable populations. Supporting students and field instructors in building capacity for integrated care can help Connecticut break down barriers between mental and physical health, in turn providing more holistic care.