Student Veterans experience a range of health and mental health challenges that may impact their social and academic functioning as they transition from military to student life. Of those in need of treatment, some do not receive support for successful integration into collegiate life. Recognizing the barriers to care faced by this population, a brief, non-stigmatizing psychosocial support intervention was developed to address the mental health needs of Student Veterans experiencing psychological distress. The intervention, called IPC-3, was adapted to be sensitive and inclusive of Veteran culture, norms, and values. It was delivered by peer providers and offered on campuses instead of at medical treatment facilities. IPC-3 trained and provided clinical supervision for peers through the Department of Veterans Affairs, Veterans Integration to Academic Leadership program, to leverage and expand capacity through an existing, care-delivery pathway.
This study examined specific Dissemination and Implementation (D&I) science outcomes for IPC-3, assessing the intervention’s readiness for transitioning from a research setting to routine, clinical practice, utilizing a mixed-methods research design. Specifically, the D&I outcome measures of Adoption, Acceptability, Appropriateness, Feasibility, Reach, and Sustainability were explored across three groups. Participants included the Student Veteran consumers who received the intervention, the Peer Mentor providers who delivered IPC-3, and the Site Supervisors who provided clinical case supervision. Attitudes regarding each construct were evaluated at the pre- and post-intervention timepoints via surveys and key informant interviews. Results were assessed to identify potential barriers that, if removed, may bridge the research-to-practice gap for IPC-3. As the first study to assess D&I outcomes for a psychosocial support intervention developed specifically for Student Veterans, findings offer insights for treatment developers and implementors serving Student Veterans experiencing psychological distress and suggest ways that IPC-3 may be implemented in routine-care settings.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/sege-9x66 |
| Date | January 2023 |
| Creators | Lake, Kati Nicole |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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