Education for Behavioral Healthcare Providers on Music Therapy for Post-Traumatic Stress Disorder

Abstract

Purpose: The purpose of the Doctoral of Nursing Practice (DNP) project was to enhance healthcare providers’ knowledge of music therapy as an effective treatment for PTSD, foster change in their attitudes, and increase their intent to refer patients to music therapy with an evidence-based educational video. Background: Post-traumatic stress disorder (PTSD) is a mental health disorder that can develop after experiencing or witnessing a traumatic event. It can lead to a range of distressing symptoms, including flashbacks, nightmares, anxiety, and emotional detachment. PTSD can significantly impact an individual’s daily life, relationships, and overall well-being. Current treatments for PTSD often involve psychotherapy and medications. Not all patients respond well to these treatments and the need to explore alternative approaches to treating PTSD emerged. Research shows that music therapy addresses the emotional and psychological needs of individuals with PTSD by promoting relaxation, improving mood, and helping patients express their feelings and process traumatic experiences. Methods: This quality improvement (QI) was implemented at an outpatient psychiatric clinic in Irvine, California. The participants recruited in this project include psychiatric mental health providers, licensed therapists, and social workers. An asynchronous educational video using pre-survey and post-survey questionnaires was utilized to measure knowledge, attitude, and behavior intent using pre-survey and post-survey questionnaires. Statistical analysis was performed using paired t-tests to determine the significance of the results before and after the intervention. Results: A total of seven participants (N=7) completed the pre-survey, educational presentation, and post-survey. Their years of practice ranged from zero to ten years and prior education or training in music therapy for treating PTSD varied. Outcomes indicated an improvement in knowledge, attitude, and intent to make referrals following the educational intervention. The paired t-test revealed the differences between overall mean scores were statistically significant (p <0.05) with a p-value of 0.002. Conclusion: The educational intervention enhanced the participants’ understanding of music therapy as a supplementary treatment for PTSD, as indicated by substantial positive shifts in their knowledge, attitudes, and intent. Although the sample size was small (N=7), all completing participants found the intervention highly effective in conveying essential information about music therapy for patients with PTSD.