评估用于服务用户参与卫生专业入门级教育的研究设计和结果指标:系统性审查
Jonathan Green1, Jennifer Oates1, Sam Robertson2
1School of Health Sciences, University of Surrey, Guildford, UK.
概括
评估服务用户参与卫生专业教育至关重要,但缺乏最佳结果措施. 未来的研究必须包括服务用户的观点,以改善卫生系统的影响.
科学领域:
- 医疗保健教育 医疗保健教育
- 健康 专业 教育 卫生 专业 教育
- 服务用户参与度 服务用户参与度
背景情况:
- 英国和澳大利亚的监管要求要求服务用户参与卫生专业教育.
- 评估这种参与有助于制定课程,但对于非医疗卫生专业的最佳结果措施尚未确定.
- 现有的研究主要集中在医学教育上,为其他卫生专业人员留下了空白.
研究的目的:
- 在服务用户参与护士,助产士,医疗保健专业人员,社会工作者和药剂师入门教育的研究中确定特征,设计和结果测量方法.
- 描述所采用的结果措施的特征.
- 评估这些措施是否与修改后的柯克帕特里克评估框架保持一致.
主要方法:
- 在Medline,CINAHL和PsychINFO数据库 (2000-2024) 的系统文献搜索.
- 两位审查员对研究进行独立选.
- 对发现的叙述综合和对措施的映射到修改后的柯克帕特里克评估框架.
主要成果:
- 包括19项使用29项措施的研究,主要是具有小样本的准实验性设计.
- 措施主要评估学生的知识和态度,反映学生和有限的教育工作者观点,但不包括服务用户的观点.
- 只有八项措施得到了验证,而没有一个措施与Kirkpatrick框架关于卫生系统或患者影响的更高水平保持一致.
结论:
- 研究设计的局限性阻碍了可比性和通用性.
- 目前的结果测量无法评估对卫生系统或患者的影响,并且缺乏服务用户的观点.
- 未来的研究应该优先确定从服务用户和教育工作者观点的结果测量要求,以培养参与文化.
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