应用创伤信息镜头来挑战青少年遭遇:为儿科医生提供教师发展课程
Deborah Hall1, Yael Smiley1, Ariella Slovin2
1Assistant Professor, Department of Pediatrics, The George Washington University School of Medicine and Health Sciences.
概括
一次简短的培训课程显著提高了儿科提供者的知识和信心,使其能够将创伤信息化护理 (TIC) 原则应用于具有挑战性的青少年遭遇. 这种方法提高了患者的结果,并减少了提供者的倦怠.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 儿科 儿科 儿科
背景情况:
- 具有挑战性的患者遭遇会对患者的健康结果产生负面影响,并导致提供者倦怠.
- 创伤信息化护理 (TIC) 方法至关重要,因为许多具有挑战性的遭遇源于患者的创伤史.
研究的目的:
- 评估一小时的虚拟培训会对儿科提供者对青少年接触的ICT原则的知识,信心和实践的影响.
主要方法:
- 对儿童初级保健教师和工作人员进行了信息通信技术的同步虚拟会议.
- 通过使用利克特尺度和自由文本问题进行前后双对自我评估,测量了知识,信心和实践的变化.
- 描述性统计和配对的t测试分析了数据.
主要成果:
- 在24名参与者中,观察到感知知识,信心和实践的统计学显著增加 (p ≤ .001).
- 100%的参与者在至少一个领域表现出改善.
- 参与者报告了内容交付的高度相关性和积极反.
结论:
- 一个简短的虚拟ICT培训课程有效地提高了儿科提供者的理解和信心,以管理具有挑战性的青少年遭遇.
- 这种干预措施有望提高护理质量并支持医疗保健专业人员.
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