Edward S Casper1. 1. Department of Psychiatry, Drexel University College of Medicine, P.O. Box 45357, Philadelphia, PA 19124-2399, USA. ecasper@nyc.rr.com
Abstract
OBJECTIVE: This study evaluated the effects of a continuing education class that applied the theory of planned behavior to the intentions and behavior of mental health practitioners. METHODS: In 2006 a total of 94 mental health practitioners were randomly assigned to either a standard continuing education class or one that applied principles of the theory of planned behavior. The class topic was a brief, self-report tool that assesses felt need for employment among people with serious mental illnesses. Participants' intentions to apply the tool were evaluated before and after each class. Participants' implementation of the tool was measured three months after the class. RESULTS: The class guided by the theory of planned behavior significantly and substantially increased the participants' intentions to use the tool in comparison with the standard class. Significantly more participants in the theory-guided class than in the standard class (74% versus 42%) had applied the tool by the three-month follow-up. Among those who implemented the assessment tool, the participants in the theory of planned behavior class also assessed significantly more of their caseload. CONCLUSION: The theory of planned behavior can improve and may be well suited to continuing education in psychiatry.
RCT Entities:
OBJECTIVE: This study evaluated the effects of a continuing education class that applied the theory of planned behavior to the intentions and behavior of mental health practitioners. METHODS: In 2006 a total of 94 mental health practitioners were randomly assigned to either a standard continuing education class or one that applied principles of the theory of planned behavior. The class topic was a brief, self-report tool that assesses felt need for employment among people with serious mental illnesses. Participants' intentions to apply the tool were evaluated before and after each class. Participants' implementation of the tool was measured three months after the class. RESULTS: The class guided by the theory of planned behavior significantly and substantially increased the participants' intentions to use the tool in comparison with the standard class. Significantly more participants in the theory-guided class than in the standard class (74% versus 42%) had applied the tool by the three-month follow-up. Among those who implemented the assessment tool, the participants in the theory of planned behavior class also assessed significantly more of their caseload. CONCLUSION: The theory of planned behavior can improve and may be well suited to continuing education in psychiatry.
Authors: Ann F Garland; Lauren Brookman-Frazee; Michael S Hurlburt; Erin C Accurso; Rachel J Zoffness; Rachel Haine-Schlagel; William Ganger Journal: Psychiatr Serv Date: 2010-08 Impact factor: 3.084
Authors: Danica K Knight; George W Joe; David T Morse; Corey Smith; Hannah Knudsen; Ingrid Johnson; Gail A Wasserman; Nancy Arrigona; Larkin S McReynolds; Jennifer E Becan; Carl Leukefeld; Tisha R A Wiley Journal: J Behav Health Serv Res Date: 2019-04 Impact factor: 1.505