In recent decades, integrated behavioral health (IBH) has gained significant momentum as a preferred treatment modality for addressing complex patient care. Integrated approaches are not simply additive; they are changing the pace and quality of clinical decision-making, especially for patients with chronic conditions where mental and physical health are intertwined.

A qualitative study led by Assistant Professor Alex Fields, Ph.D. in Florida Atlantic’s Counselor Education department, along with researchers from the University of Nebraska is shedding light on how trainees experience IBH training—and what it means for the future of patient care. Published in Teaching and Supervision in Counseling, the research explores the perspectives of twelve graduate students enrolled in mental health counseling, family nurse practitioner, and psychiatric/mental health nurse practitioner programs. The IBH training program, grounded in Bandura’s social cognitive theory, combined nine online modules with a faculty-moderated simulation. Students learned about IBH models, team dynamics, and communication strategies before applying their skills in realistic case studies.

What students described after the IBH training was a mixture of excitement, nervousness, curiosity, and appreciation. While most trainees recognized the value of IBH— particularly for observing how colleagues in other disciplines ask questions, frame challenges, and share responsibility for care—some raised concerns about the feasibility of building therapeutic rapport in brief, integrated encounters. Others cited logistical challenges, such as limited preparation time and unclear roles and expectations for simulations.

Accordingly, the authors suggest actionable guidance for academic programs, including repeated training sessions and highly structured formats with greater consistency in moderation to help students build confidence. They also suggest in-person experiences to better prepare trainees for real-world collaboration. More broadly, the research demonstrates a need for flexible, student-centered training models that accommodate wide-ranging professional identities and career goals. Preparing students for collaborative, holistic care requires more than just knowledge—it demands empathy, teamwork, and ongoing support.

“Collaboration is not a single skill to be acquired but a set of habits cultivated through repeated, meaningful contact,” said Fields. “By pairing relevant foundational instruction with immersive practice, graduate education can help trainees gain the practical skills that make IBH work—patient by patient, team by team.”

Fields looks forward to building on this work at Florida Atlantic and is actively seeking interprofessional opportunities among health professionals from multiple disciplines. To explore research collaborations, contact him via email at fieldsa@fau.edu.