Date of this Version

9-28-2024

Document Type

DNP Project

Abstract

Background: The Baker Act is a crucial legal instrument allowing for the involuntary

examination of individuals during mental health crises. However, in outpatient psychiatric

settings, the lack of a standardized protocol complicates its implementation, leading to

inefficiencies and potential risks for patients and providers.

Purpose: This project aimed to develop and implement a clinician-driven Baker Act protocol in

the outpatient psychiatric setting, improving staff knowledge, confidence, and efficiency in crisis

management.

Methodology: The intervention involved an educational program at Coastal Health Group Inc.

focusing on training psychiatric nurse practitioners, therapists, and staff. A pre- and post-

intervention design was used to assess changes in staff knowledge and confidence regarding the

Baker Act. Data were collected through surveys administered via Qualtrics before and after the

intervention.

Results: The results of the educational intervention revealed significant improvements in both

knowledge and confidence levels regarding the Baker Act protocol. Prior to the intervention,

only 15.3% of participants expressed confidence in their knowledge, with a mean score of 0.15

(SD = 0.12). After the intervention, this figure rose dramatically to 86%, with a mean score of

0.86 (SD = 0.00), a statistically significant improvement (t = -15.33, p < 0.001). Confidence in

applying the Baker Act also saw a substantial increase, from 10% pre-intervention to 65% post-

intervention, with a corresponding mean confidence score rising from 0.10 (SD = 0.07) to 0.65

(SD = 0.10). The paired t-test confirmed this improvement, with a mean difference of -0.55 (t = -

9.08, p < 0.001). These results highlight the effectiveness of the educational program in

significantly enhancing staff competence and confidence in applying the Baker Act protocol.

Conclusions: The implementation of a structured Baker Act protocol in the outpatient

psychiatric setting significantly enhanced staff knowledge and confidence. This suggests that

such educational interventions can play a critical role in improving the effectiveness of crisis

interventions, leading to safer and more efficient patient care in mental health settings.

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