Evaluation of pre-service training on integrated management of neonatal and childhood illness in ethiopia.
Evaluation of pre-service training on integrated management of neonatal and childhood illness in ethiopia.
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DOI：
10.4314/ejhs.v20i1.69427
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发表时间：
2010-03
影响因子：
1.2
通讯作者：
Tesema T
中科院分区：
文献类型：
--
作者：
Haileamlak A;Hailu S;Nida H;Desta T;Tesema T
新生儿和儿童疾病综合管理战略为卫生工作者提供基本知识和技能，以有效管理患有常见新生儿和儿童疾病的患病儿童。由于在职培训要求很高，以实现保健工作者培训的理想覆盖面，因此，将职前培训作为一种解决办法。在调查时，大多数公立和部分私立卫生专业人员培训机构正在开展职前培训。然而，人们对培训表示了一些关切。因此，本次调查的目的是评估新生儿和儿童疾病综合管理培训的职前状况。2007年11月，对卫生专业培训机构/学校进行了一次横断面调查，以评估新生儿和儿童疾病综合管理服务前培训。数据收集使用预先测试的问卷，重点小组访谈教师和学生，观察学生，同时管理生病的儿童使用新生儿和儿童疾病综合管理指南，儿科课程大纲和其他教学/学习材料的审查。将数据输入计算机，并使用SPSS for Windows 12.0.1版进行分析。本次调查共纳入29所已开展职前培训的卫生专业技术人员培训机构（34个专业）。在34个项目中，22个是护理文凭，6个是护理科学学士，4个是卫生官员，其余两个是医学。30个（88.2%）项目将其纳入课程。所有学术课程都至少有一名全职工作人员负责新生儿和儿童疾病课堂教学的综合管理。29个方案（85.3%）的工作人员接受了案件管理技能培训。所有34个专业均教授卫生技术，28个（82.3%）采用混合教学法。新生儿和儿童疾病综合管理纳入了21所学校（61.8%），或加入了11所学校（32.3%）以前的教学。大多数学校的师生比例都很低。28个（82.3%）方案在职前教学中遇到的主要挑战是训练有素的工作人员和其他资源的限制。新生儿和儿童疾病综合管理被纳入所有方案的学生评估（100%）。所有学生和教师（100%）认为新生儿和儿童疾病综合管理概念非常相关或非常相关，但大多数人认为时间很短。学生临床实习总平均得分为63.5%。本研究表明，新生儿和儿童疾病的综合管理被引入大多数卫生专业培训机构的教学计划。最受欢迎的教学方式是混合教学法。小组讨论和示范是常用的方法，新生儿和儿童疾病综合管理问题几乎所有的专业都被纳入学生评价。缺乏经过培训的IMNCI工作人员和教材是主要的挑战。为职前培训编写的教材，如手册和示范章节的使用有限。教师和学生对IMNCI的态度非常好。根据IMNCI指南，学生在管理患病儿童方面的总体表现高于平均水平。我们建议各级相关机构尽一切努力，通过重新修订课程、促进工作人员培训、提供教材和分配充足的时间，加强IMNCI的职前教学。探索替代/创新和可持续的培训方法是所有人的任务。
The Integrated Management of Newborn and Childhood Illness strategy equips health workers with essential knowledge and skills to effectively manage sick children with common neonatal and childhood diseases. Since in-service training is very demanding to achieve the desired coverage of training of health workers, pre-service training is taken as a solution. At the time of the survey, most public and some private health professionals' training institutions were conducting pre-service training. However, several concerns have been expressed on the training. Therefore, this survey was conducted to assess the status of pre-service Integrated Management of New-born and Childhood Illness training. A cross sectional survey on health professional training institutes/schools to evaluate pre-service Integrated Management of Newborn and Childhood Illness training was conducted in November 2007. Data was collected using pre-tested questionnaires, focused group interviews with teachers and students, observation of students while managing sick children using Integrated Management of Newborn and Childhood Illness guidelines, and reviews of pediatric course outlines and other teaching/learning materials. Data was entered in computer and analyzed using SPSS for Windows version 12.0.1. Twenty nine health professionals' training institutions (34 academic programs) which have started pre-service training were included in the survey. Of the 34 programs 22 were diploma nursing, 6 Bachelor of Sciences nursing, 4 health officer and the remaining two medicine. Thirty (88.2%) programs have integrated it in their curriculum. All academic programs had at least one fulltime staff for Integrated Management of Newborn and Childhood Illness classroom instruction. Twenty nine (85.3%) programs had staff trained in case management skills. All the 34 academic programs taught health workers skills, 28(82.3%) used mixed approach. Integrated Management of Newborn and Childhood Illness was either incorporated for 21 (61.8%) or added to the previous teaching 11 (32.3%). The instructor to student ratio was low for most of the schools. Main challenges encountered in the pre-service teaching were constraints with trained staff and other resources each by 28 (82.3%) programs. Integrated Management of Newborn and Childhood Illness was included in student evaluation by all programs (100%). All students and instructors (100%) rated that Integrated Management of Newborn and Childhood Illness concept is very relevant or extremely relevant but majority said the time given was short. The over all mean score of students clinical practice was 63.5%. This study demonstrated that Integrated Management of Newborn and Childhood Illness was introduced into the teaching programs of most health professional training institutions. The most preferred teaching style was the mixed approach. Group discussion and demonstration were commonly used methods and Integrated Management of Newborn and Childhood Illness questions were included in students' evaluation in almost all programs. Shortage of IMNCI trained staff and teaching materials were major challenges. The use of teaching materials prepared for pre-service training like handbook and model chapter was limited. Instructors and students attitude towards IMNCI was very good. The students overall performance in managing sick child as per the IMNCI guidelines was above average. We recommend that the respective bodies at every level make every effort to strengthen IMNCI pre-service teaching through revisiting curricula, facilitating staff training, availing teaching materials and allocating adequate time. Exploring for an alternative/innovative and sustainable training approach is an assignment for all.