An Interprofessional Education Approach to Culturally Responsive Behavioral Health Workforce Training: An Efficacy Study

Background & Purpose

An interdisciplinary approach is critical to provide effective, culturally responsive behavioral health care for Black, Indigenous and People of Color (BIPOC) youths and their families who encounter disparities in behavioral health access, outcomes, and quality. Behavioral health clients are oftentimes involved with multiple systems including mental health, healthcare, schools, and criminal justice. It is important for professionals across disciplines to collaborate in supporting positive outcomes in clients. However, because different disciplines have their own vision, mission, knowledge, theories, and practices; collaboration requires understanding, communication, and mutual learning.

This efficacy study examined the impact of a federal-funded, interdisciplinary workforce training program on graduate students’ learning in interprofessional practice and culturally responsive behavioral health services for youths and their families. The program includes:

• Interprofessional seminars for social work, nursing, and school psychology graduate students.
• A course in the College of Nursing on child and adolescent mental health issues.
• Practicum in a behavioral or mental health setting.
• Ongoing coaching/mentoring.
• Training modules related to working with BIPOC and LGBTQIA+ youth and families, understanding LGBTQIA+ Identities, trauma-informed care, and healing justice.

Methods

This study adopts a quasi-experimental design to examine outcomes of program students (n=55) versus a comparison group of non-participants from the same cohort and focus area (n=58). Assessment of interprofessional education (Student Perceptions of Interprofessional Clinical Education SPICE-R2), multicultural clinical knowledge and skills (Multicultural Counseling Self-Efficacy Scale - MCSE), cultural responsiveness (Anti-Racism Behavioral Inventory - ARBI, Self-Reflection & Insight Scale - SRIS & Intercultural Effectiveness Scale – IES, Queer Youth Cultural Competency (QYCC)), and self-care and emotional health (Professional Quality of Life - ProQOL) occurred pre-program, at graduation, and nine months after graduation. Focus groups were conducted with students at before graduation to explore their experiences in the program, as well as how the program helped them in their learning process.

Results

Statistically significant increases among program students were observed on each scale from baseline to graduation, particularly across subscales and the total of the MCSE (t=-3.154, p=0.003) and SPICE-R2 (t=2.470, p=0.017). On every other scale, program students noted significant increases on at least one subscale and/or the total. These within-group differences were sustained post-graduation across the MCSE (t=9.741, p<0.001) and on some subscales and the total of the IES (t=2.401, p=0.020) and SPICE-R2 (t=3.734, p=0.001). Positive, statistically significant between-group differences were also found on these three scales from baseline to graduation (MCSE – t=-6.822, p<0.001; IES – t=-2.736, p=0.007; SPICE-R2 – t=-2.905, p=0.004). Post-graduation, significant differences between groups were found on the MCSE (t=-5.002, p<0.001) and one subscale of the IES (t=-3.908, p<0.001). Qualitative data supported this demonstrated growth among program students around interprofessional practice and culturally responsive care.

Conclusion and Implications

There was initial empirical evidence of the positive impact of an interdisciplinary approach on students’ learning of interprofessional practice and culturally responsive care. Intentional pedagogical preparation using an interdisciplinary approach is critical to prepare emerging professionals to function in an interdisciplinary setting and provide culturally responsive, and respectful behavioral health services for BIPOC youths and their families.