促进家庭照顾者痴呆教育:我们都需要学习
Anna Jack-Waugh1, Susan Holland2, Rhoda Macrae1
1Alzheimer Scotland Centre for Policy and Practice, School of Health & Life Sciences, University of the West of Scotland, Glasgow G72 0LH, UK.
Healthcare (Basel, Switzerland)
|October 25, 2024
概括
准备痴呆症护理辅导员至关重要. 学习涉及观察专家,听护理人员的故事,掌握情感工作,以提供有效的创伤教育.
科学领域:
- 老年学和老年痴呆症护理教育教育
- 医疗保健专业发展
- 成人学习理论在实践中的应用
背景情况:
- 家庭照顾者痴呆症教育在研究,实践和政策中被认为是至关重要的.
- 有限关注的是辅导员如何获得技能并为他们的角色做好准备.
- 这项研究通过在专门的痴呆症教育计划中检查促进者学习来解决这个差距.
研究的目的:
- 探索和描述苏格兰护理人员学院辅导员的学习经验.
- 评估一种以理论为导向的方法 (护理同理心) 来促进痴呆症教育.
- 了解高等教育专业知识与临床实践在辅导员培训中的整合.
主要方法:
- 利用了来自19名辅导员的调查问卷,这些辅导员来自两个护理学院中心.
- 进行了在线聚焦小组,有13名参与方便者.
- 针对定性焦点组数据使用框架分析.
主要成果:
- 辅导员的学习源于直接经验,观察专家辅导员和护理人员的证词.
- 六个关键主题出现了:安全学习,促进技能,情感劳动,团队学习和领导力.
- 结合临床和教育专业知识的共同交付模式提高了辅导员的准备.
结论:
- 辅导员必须将理论导向的模型纳入实践 ("走路谈话").
- 对相互学习的开放和对情感工作的准备是必不可少的.
- 有效,创伤知情的痴呆症护理教育需要做好准备的辅导员.
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