Purpose This study explores perspectives of mental health and addiction healthcare workers, clinical leaders, and lived experience advocates on training requirements for integrated care delivery in Victoria, Australia. We identify key knowledge domains that support workforce development to enhance integrated service delivery for people with co-occurring mental health and alcohol and other drug (AOD) disorders. Design/methodology/approach In 2022, online co-design workshops were conducted using the Tactile Tools digital workshop method with 50 participants in Victoria, Australia. Data based on four case study “personas” were analysed using qualitative thematic analysis with multiple participant groups, enabling validation through triangulation. Findings Analysis generated five workforce development themes: (1) foundational knowledge relating to role clarity, system navigation, stigma reduction; (2) workforce-specific training needs; (3) preference for face-to-face, collaborative learning; (4) necessity of organisational support alongside individual training and (5) emphasis on practical skill development balancing specialist and generalist knowledge. Practical implications Training activities should incorporate cross-disciplinary experiences, address organisational barriers, engage leadership and prioritise relationship-building. Workforce development should focus on practical skill-building through targeted workshops and cross-sector placements. Originality/value This study offers a unique examination of integrated care workforce development from healthcare workers’ perspectives. It highlights the interplay between individual training and organisational context, revealing that role clarification and addressing stigma must precede the development of technical skills. The findings emphasise relationship-based learning over content acquisition.
Oliver et al. (Fri,) studied this question.