Building blocks for integration of Mental Health concepts in nurse practitioner education focusing on patients with Multiple Chronic Conditions

Adults with multiple chronic conditions (MCC) have high incidences of symptom burden and functional impairment, as well as decreased length and quality of life. They face unique challenges in maintaining and managing concurrent mental health needs. The need for primary care providers who can assess, plan, implement, and evaluate care for mental health needs which are created by or coexist with the individual’s chronic disease state was the impetus developing this curricular content.  Concepts for preparing nurse practitioners for the mental health issues present in patients with MCC were identified through a gap analysis and NONPF competency review of the current nurse practitioner curriculum. In an effort to prepare nurse practitioner students to work in collaborative teams, faculty from the physician assistant and medical school were invited to be active partners in the development of this content.

Based on the curricular analysis the following concepts were identified: Spectrum of Emotion, Validation Skills, Self-Management, Resiliency and Diversity/Acceptance. To provide flexibility in the curriculum, each concept was developed to be a stand-alone module which includes a goal statement, objectives, learning activities, methods of evaluation and linkages to both nurse practitioner and interprofessional competencies. These five modules offer content which enhances provider-patient interactions and create a treatment environment that is therapeutic, proactive and promotes recovery.

The initial module, Spectrum of Emotional Health, was piloted to a group of interprofessional learners from a university's School of Nursing, Medicine and Physician Assistant Programs. Interactive activities such as role play, discussion and reflection were woven into the presentation and provided opportunities to explore emotions, triggers and individual responses. Learner feedback was positive regarding the importance of the subject matter and the interprofessional aspect of the learning module was deemed effective in preparing future providers to manage patients with MCC.