Effectiveness of teaching strategy on management of psychiatric and psychological emergencies in geriatric residents of care homes seen in emergency settings among health professionals

Psychiatric and psychological emergencies are prevalent in clinical practice and pose a distinct challenge. Such emergencies may be especially difficult to manage in medical environments, as staff may not frequently encounter them and may lack experience in addressing behavioral crises. This study examined the effectiveness of a teaching strategy aimed at improving the management of psychiatric and psychological emergencies among healthcare professionals in selected hospitals in Thiruvananthapuram District. The study's objectives were to evaluate the effectiveness of this teaching strategy on the knowledge of healthcare professionals regarding the management of psychiatric and psychological emergencies in geriatric residents of care homes presented in emergency situations, as well as to explore the relationship between this knowledge and various demographic factors. The research was grounded in the Ludwig von Bertalanffy model and utilized a quasi-experimental design. The sample consisted of 120 Health professionals working different hospitals in Thiruvanadhapuram. Purposive sampling was used. The instruments used in this study were the demographic proforma, questionnaire on management of psychiatric and psychological emergencies in geriatric residents of care homes seen in emergency settings and teaching strategy on management of psychiatric and psychological emergencies in geriatric residents of care homes seen in emergency settings. A pre-test was given to samples in the experimental group and control group. Participants in the experimental group were administered teaching strategy with the help of hand out for 45 minutes, and those in the control group were monitored. Post-test was performed two weeks after the intervention. The findings revealed that in the experimental group 71.7% had good knowledge and 28.3% had average knowledge, and in the control group 61.7 % had average knowledge and 38.3% had poor knowledge regarding management of psychiatric and psychological emergencies in geriatric residents of care homes seen in emergency settings. Teaching strategy given to staff nurses in experimental X group had significantly increase their knowledge (P<0.01) and also there was significant association between knowledge of staff health professionals and area of working. Health professionals play an important role in early assessment and management of psychiatric emergencies. Education programs are necessary to improve the holistic care of patients and for improving the safety and confidence of health professionals when working with patients with behavioural emergencies.