在坦桑尼亚西北部评估儿科急性护理教育 (PACE) 计划的实施:以规范化过程理论为指导的混合方法研究
Joseph R Mwanga1, Adolfine Hokororo1, Hanston Ndosi1
1Catholic University of Health and Allied Sciences.
儿科急症护理教育 (PACE) 显示出改善坦桑尼亚儿科护理的希望. 虽然提供者发现自适应式电子学习计划是可以接受和可行的,但资源限制需要注意可持续实施.
科学领域:
- 实施科学 实施科学
- 儿科急性护理 儿科急性护理
- 医疗保健中的电子学习
背景情况:
- 医疗保健提供者的能力对于低收入和中等收入国家 (LMICs) 的儿科护理质量至关重要.
- 适应式电子学习为传统的在职教育挑战提供了潜在的解决方案.
- 儿科急症护理教育 (PACE) 是为了提高坦桑尼亚医疗服务提供者的能力而开发的.
研究的目的:
- 评估PACE在坦桑尼亚姆万扎的初始实施情况.
- 使用规范化过程理论 (NPT) 评估PACE的可行性,可接受性和可扩展性.
主要方法:
- 在三个医疗保健机构中采用混合方法方法.
- 利用规范化过程理论 (NPT) 来指导实施评估.
- 通过NoMAD调查,焦点小组和与82名医疗保健提供者的深度访谈收集数据.
主要成果:
- 高连贯性和认知参与表明PACE被人理解得很好,并与医疗保健目标保持一致.
- 医疗保健提供者表示愿意将PACE纳入实践.
- 资源和基础设施方面的挑战被认为是集体行动和可持续发展的障碍.
结论:
- 在坦桑尼亚,PACE证明了改善儿科急性护理的可行性和可接受性.
- 解决资源和基础设施挑战对于可持续的PACE实施至关重要.
- 规范化过程理论 (NPT) 提供了一个有价值的框架,用于指导LMICs的实施.
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