Figure 1. Hybrid research and evaluation model from 2020
This framework demonstrates the internal elements of the evaluation approach, which are:
- database development
- embedding evaluation in program design
- data collection and analysis
- stakeholder input to evaluation design
- program logic development; and
- program monitoring.
The external elements of the evaluation approach are:
- research institute partnership
- subject matter expertise as required; and
- economic evaluation expertise.
These internal and external elements all feed into internal coordination by the Emerging Minds Research and Evaluation team.
The resulting output is the NWC evaluation components which are:
- developmental approach
- continual improvement
- monitoring
- ongoing program development; and
- ongoing stakeholder input to evaluation design.
Return to Evaluation of the National Workforce Centre for Child Mental Health
Figure 2. National Workforce Centre program logic flowchart
|
Level
|
1. Actions
|
2. Short-term
|
3. Long-term
|
4. Intended outcomes
|
|---|---|---|---|---|
|
Practitioner
|
Engage with the National Workforce Centre (NWC)’s online resources and activities.
|
Increase awareness and understanding of the NWC’s principles and work. Increase willingness to integrate child mental health support strategies into core practice. Increase skills in engaging with children and families in practice. Increase knowledge of child mental health and ways to support it. |
Increase use of new skills in practice to promote and support child mental health through: * identification, assessment and the provision of support strategies * collaboration with families and other practitioners; and * application of preventative practice principles. |
Sustainable practices which reduce mental health risks and improve children’s resilience.
|
|
Organisational
|
Identify strengths and gaps in existing knowledge, skills, and practice to support child mental health. Identify organisational structure to support workforce development initiatives for child mental health. Develop a tailored learning plan in line with identified organisational support. Identify potential partners with which to facilitate collaborative care. |
Activate and monitor implementation plans, inclusive of organisational support. Connect with potential partners. |
Respond to any changing needs to enhance support for child mental health. Collaborate with partners to deliver a coordinated system of care. |
Consistent delivery of services that identify, assess and support/refer children at risk of mental health difficulties, and promote resilience. Ongoing improvement of support for children’s mental health, with a focus on early intervention and prevention. |
|
System/policy
|
Improve partnerships within existing workforce development initiatives. Build awareness of system and care gap sin policy and opportunities to support child mental health. |
Develop a shared vision for and commitment to supporting child mental health practice and organisational structures. Identify opportunities to address policy gaps. Improve policy directives by providing guidance to peak bodies and local and state policy-initiatives. |
Encourage networks to develop a common language and hare resources to support collaborative care. Improve coordination of services for children with mental health concerns. Increase visibility of child mental health in national/state-based governing strategies. |
A coordinated system of care that promotes early intervention and prevention. A population health plan that includes a focus on mental health for children aged 0–12 years. |
Return to Evaluation of the National Workforce Centre for Child Mental Health
Figure 3. Workforce questionnaire total scores from the first questionnaire (on day 0) to the ninth questionnaire (at 27 months)
|
Measurement
increments |
Sample size
(n=) |
Mean
score |
|---|---|---|
|
First questionnaire (day 0)
|
13,241
|
5.18
|
|
3 months
|
1,118
|
5.61
|
|
6 months
|
625
|
5.64
|
|
9 months
|
453
|
5.69
|
|
12 months
|
281
|
5.75
|
|
15 months
|
168
|
5.59
|
|
18 months
|
113
|
5.71
|
|
21 months
|
64
|
5.79
|
|
24 months
|
38
|
5.54
|
|
27 months
|
24
|
5.77
|
Note: Participants who answered ‘not applicable’ for all or part of the questionnaire were systematically removed to avoid confounding the mean calculated for single items or the total for the six item scale. Results for each time point may not be from the same participants. Items were rated on a seven point scale where 1 = strongly disagree and 7 = strongly agree.
Return to Evaluation of the National Workforce Centre for Child Mental Health
Figure 4. Remoteness classification of registration from postcode, as a proportion of registrations from each state
|
States
|
Major cities
|
Inner regional
|
Outer regional/
Remote/ Very remote |
|---|---|---|---|
| Australian Capital Territory | 665 | 10 | 3 |
| New South Wales | 4,274 | 1580 | 300 |
| Northern Territory | 6 | 1 | 377 |
| Queensland | 2,667 | 1,014 | 831 |
| South Australia | 3,989 | 445 | 536 |
| Tasmania | 5 | 528 | 147 |
| Victoria | 5083 | 1606 | 357 |
| Western Australia | 1,672 | 162 | 403 |
Note: Registration data as at 30 June 2021.
Return to Evaluation of the National Workforce Centre for Child Mental Health
Figure 5. Differences in mean scores on child mental health workforce capabilities by exposure to Emerging Minds resources
|
Capabilities and exposure groups
|
Control
|
Aware
|
Exposed
|
Increase (%)
|
|---|---|---|---|---|
|
Child Mental Health Capability
|
4.66
|
5.01
|
5.41
|
14.9%
|
|
Child Mental Health Practice
|
4.34
|
4.74
|
5.12
|
16.5%
|
|
Workplace Support
|
4.88
|
5.17
|
5.37
|
9.6%
|
|
Facilitating support
|
4.88
|
5.29
|
5.50
|
11.9%
|
|
Infant Mental Health Capability
|
4.04
|
4.57
|
4.85
|
18.2%
|
|
Childhood Trauma and Adversity Capability
|
5.24
|
5.62
|
5.92
|
12.2%
|
Return to Evaluation of the National Workforce Centre for Child Mental Health