Older adults’ views and experiences of accessing secondary care mental health services in the community: a metasynthesis of qualitative literature
Bibliographic record
Abstract
OBJECTIVES: Research has highlighted under-utilisation of mental health services by older adults. This review aims to systematically review existing literature on older adults' experiences of accessing community mental health support from secondary care services. The review aims to develop recommendations to improve the mental health support older adults receive. METHOD: A comprehensive systematic search was conducted across four databases. Terms relating to older adult experiences and factors impacting access to secondary mental health community services were included. Nineteen eligible papers were identified. Data were thematically synthesised. RESULTS: Four analytical themes and 12 descriptive subthemes were identified. Overarching themes included social influences and service factors which impacted engagement and accessibility, and personal factors. Sub-themes included mental health knowledge and beliefs, the impact of past experiences and social factors including discrimination and support. Help-seeking behaviours were influenced by accessibility of services, service support and clinician factors. CONCLUSION: Educational initiatives can help to increase mental health knowledge of older adults and their families allowing for improved access to services. Increased training for clinicians can improve referral processes and enable services to adapt to the unique needs of older adults. Studies reviewed were worldwide and reflected a range of views supporting relevance of outcomes globally.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".