•  
  •  
 

Teaching and Supervision in Counseling

Author ORCID Identifier

Alexander M. Fields: https://orcid.org/0000-0002-1280-2655

Margaret R. Emerson: https://orcid.org/0000-0002-1103-8800

Stephanie A. Burge: https://orcid.org/0009-0005-3032-8060

Jill R. Reed: https://orcid.org/0000-0001-9540-577X

Therese L. Mathews: https://orcid.org/0000-0003-4433-5286

Abby L. Bjornsen-Ramig: https://orcid.org/0000-0001-8149-1056

Author Biographies

Alexander M. Fields, PhD, LIMHP, NCC, is an Assistant Professor in the Department of Counselor Education at Florida Atlantic University. His primary clinical and research interests include integrated behavioral health, wellness, group counseling, disabilities, and chronic illness. He is also interested in preparing healthcare providers to work in a diverse society.

Margaret Emerson, DNP, APRN, PMHNP-BC, is Clinical Associate Professor at the University of Nebraska Medical Center (UNMC) College of Nursing in Omaha. Shen has extensive expertise in the development and delivery of Integrated and Collaborative care programs across the state and was one of the first nurse practitioners within Nebraska to serve as a psychiatric consultant for an integrated care program. Her efforts have sought to understand how technology can be harnessed to promote health equity among vulnerable populations being cared for in the integrated primary care setting.

Stephanie Burge, DNP, APRN-BC, FNP, is an Assistant Professor at the University of Nebraska Medical Center College of Nursing – Kearney Division. With a strong commitment to advancing nursing education and practice, her scholarship focuses on rural primary care, addressing vulnerability in healthcare, and fostering interprofessional education (IPE). Her work emphasizes the unique challenges and opportunities in rural healthcare, aiming to equip future healthcare professionals with the skills and knowledge necessary to meet the needs of vulnerable populations.

Jill R. Reed, PhD, APRN-NP, FNP-BC is an Associate Professor and the Coordinator of the Family Nurse Practitioner Program in the College of Nursing at the University of Nebraska Medical Center. She has a strong interest in educating and supporting NP students and preceptors. In addition, her research interests center around motivation for weight loss in rural adults.

Therese Lynn Mathews, PhD APRN-NP, is an Associate Professor in the College of Nursing at the University of Nebraska Medical Center. Her clinical specialty and scholarly interests surround child and adolescent psychiatric mental health nursing. In addition, she has an interest in integrated behavioral health and preparing the nursing workforce for interdisciplinary practice.

Abby L. Bjornsen-Ramig, Ph.D., LP, is a Professor in the Department of Counseling at the University of Nebraska Omaha. She serves as the Clinical Training Director, overseeing clinical placements. Her primary research interests include maternal wellness, behavioral health workforce development, and professional mentoring. She regularly provides professional trainings on employee retention, workplace morale, and burnout prevention.

DOI

https://doi.org/10.7290/tsc07qvkx

Abstract

Integrated behavioral health (IBH) is recognized as the standard for holistic healthcare, addressing the intersection of mental and physical health. As IBH gains prominence, graduate healthcare programs must equip students with strategies to meet its demands. However, limited research exists on training methods that address diverse professional identities and the unique needs of graduate students. Our novel IBH training incorporates interprofessional education (IPE) through modules and simulations grounded in Bandura’s (2001) social cognitive theory. We explored the experiences of 12 counseling, family nurse practitioner, and psychiatric/mental health nurse practitioner students through focus groups. Through interpretative phenomenological analysis (IPA), we analyzed our participants’ responses and present five themes: (1) role of previous experiences and emotional reactions, (2) interprofessional education and teamwork, (3) identifying the potential of IBH, (4) aligning professional values and fit, and (5) feedback on the training. We provide implications for nursing and counseling educators and scholars as healthcare providers aim to prepare the workforce for IBH.

Public Significance Statement

This study highlights the importance of training healthcare graduate students in integrated behavioral health (IBH) through interprofessional education. By analyzing the lived experiences of counseling and nursing students, we identify strategies to better prepare the future workforce for holistic, collaborative care. These findings provide guidance for educators to enhance IBH training and address the growing need for integrated healthcare approaches.

Download

Share

COinS