HEARTSMAP-U: Adapting a Psychosocial Self-Screening and Resource Navigation Support Tool for Use by Post-secondary Students

Punit Virk; Ravia Arora; Heather Burt; Anne Gadermann; Skye Barbic; Marna Nelson; Jana Davidson; Peter Cornish; Quynh Doan

doi:10.3389/fpsyt.2022.812965

HEARTSMAP-U: Adapting a Psychosocial Self-Screening and Resource Navigation Support Tool for Use by Post-secondary Students

Front Psychiatry. 2022 Feb 22:13:812965. doi: 10.3389/fpsyt.2022.812965. eCollection 2022.

Authors

Punit Virk^{1

2}, Ravia Arora², Heather Burt^{1

2}, Anne Gadermann^{1

2

3}, Skye Barbic^{3

4}, Marna Nelson⁵, Jana Davidson^{2

6}, Peter Cornish⁷, Quynh Doan^{1

2

8}

Affiliations

¹ School of Population and Public Health, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada.
² BC Children's Hospital Research Institute, Vancouver, BC, Canada.
³ Centre for Health Evaluation and Outcome Sciences, Providence Health, Vancouver, BC, Canada.
⁴ Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada.
⁵ Student Health Service, University of British Columbia, Vancouver, BC, Canada.
⁶ Division of Child and Adolescent Psychiatry, Department of Psychiatry, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada.
⁷ Student Counselling Services, University of California, Berkeley, Berkeley, CA, United States.
⁸ Division of Emergency Medicine, Department of Pediatrics, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada.

Abstract

Background: Mental health challenges are highly prevalent in the post-secondary educational setting. Screening instruments have been shown to improve early detection and intervention. However, these tools often focus on specific diagnosable conditions, are not always designed with students in mind, and lack resource navigational support.

Objective: The aim of this study was to describe the adaptation of existing psychosocial assessment (HEARTSMAP) tools into a version that is fit-for-purpose for post-secondary students, called HEARTSMAP-U.

Methods: We underwent a three-phase, multi-method tool adaptation process. First, a diverse study team proposed a preliminary version of HEARTSMAP-U and its conceptual framework. Second, we conducted a cross-sectional expert review study with Canadian mental health professionals (N = 28), to evaluate the clinical validity of tool content. Third, we conducted an iterative series of six focus groups with diverse post-secondary students (N = 54), to refine tool content and language, and ensure comprehensibility and relevance to end-users.

Results: The adaptation process resulted in the HEARTSMAP-U self-assessment and resource navigational support tool, which evaluates psychosocial challenges across 10 sections. In Phase two, clinician experts expressed that HEARTSMAP-U's content aligned with their own professional experiences working with students. In Phase three, students identified multiple opportunities to improve the tool's end-user relevance by calling for more "common language," such as including examples, definitions, and avoiding technical jargon.

Conclusions: The HEARTSMAP-U tool is well-positioned for further studies of its quantitative psychometric properties and clinical utility in the post-secondary educational setting.

Keywords: focus groups; mental health; post-secondary students; screening; validity.