Improving Healthcare Worker Resilience and Well-Being During COVID-19 Using a Self-Directed E-Learning Intervention.
Improving Healthcare Worker Resilience and Well-Being During COVID-19 Using a Self-Directed E-Learning Intervention.
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DOI：
10.3389/fpsyg.2021.748133
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发表时间：
2021
影响因子：
3.8
通讯作者：
Bristol C
中科院分区：
文献类型：
--
作者：
Kelly F;Uys M;Bezuidenhout D;Mullane SL;Bristol C
导语：据报道，在应对COVID-19大流行的全球卫生保健工作者中，倦怠、抑郁、焦虑和失眠率很高。方法：应对危机，专业发展基金会（FPD）开发了一个电子学习课程，以支持医护人员的福祉和弹性。采用自定进度、异步学习模式作为训练干预。每个模块都包括实用的技能培养活动。进行了一项结果评估，以确定完成课程是否提高了医护人员对课程学习成果的知识和信心，他们对复原力建设行为的使用，他们的复原力和幸福感。第二个目标是探索行为、适应力和幸福感之间是否存在关联。参与者完成了课前和课后问卷调查，以衡量对学习成果的了解和信心、自我报告的复原力建设行为的频率、复原力水平（CD-RISC）和幸福感（WHO-5）。使用配对t检验、单变量和多变量线性回归模型对STATA结果进行分析。结果：参与者（n = 474； 77.6%的女性；55.7%的初级保健）在知识、信心、恢复力建设行为、恢复力和幸福感得分方面表现出显著的增加。统计上显著改善弹性建设行为的频率导致弹性（0.25点；95% CI: 0.06, 0.43）和幸福感（0.21点；95% CI: 0.05, 0.36）的显著改善。幸福感分数的增加对弹性分数的变化有积极影响（β = 0.20; 95% CI: 0.11, 0.29），反之亦然（β = 0.28; 95% CI: 0.14, 0.41）。结论：卫生保健工作者电子学习课程可以建立知识和技能，可能会促进恢复力建设行为的变化，并提高幸福感和恢复力得分。研究结果表明，电子学习课程可能比单独的基于能力的结果提高更多，但需要进一步的研究来进一步探索这些关系。
Introduction: High rates of burnout, depression, anxiety, and insomnia in healthcare workers responding to the COVID-19 pandemic have been reported globally. Methods: Responding to the crisis, the Foundation for Professional Development (FPD) developed an e-learning course to support healthcare worker well-being and resilience. A self-paced, asynchronous learning model was used as the training intervention. Each module included practical, skill-building activities. An outcome evaluation was conducted to determine if completing the course improved healthcare worker knowledge of and confidence in the learning outcomes of the course, their use of resilience-building behaviours, their resilience, and their well-being. A secondary objective was to explore if there were any associations between behaviours, resilience, and well-being. Participants completed pre- and post-course questionnaires to measure knowledge of and confidence in the learning outcomes, y, frequency of self-reported resilience-building behaviours, and levels of resilience (CD-RISC) and well-being (WHO-5). Results were analysed in STATA using paired T-tests, univariate and multivariate linear regression models. Results: Participants (n = 474; 77.6% female; 55.7% primary care) exhibited significant increases in knowledge, confidence, resilience-building behaviour, resilience, and well-being scores. Statistically significant improvements in the frequency of resilience-building behaviours led to significant improvements in resilience (0.25 points; 95% CI: 0.06, 0.43) and well-being (0.21 points; 95% CI: 0.05, 0.36). Increasing changes in well-being scores had a positive effect on change in resilience scores (β = 0.20; 95% CI: 0.11, 0.29), and vice versa (β = 0.28; 95% CI: 0.14, 0.41). Conclusion: A healthcare worker e-learning course can build knowledge and skills that may prompt changes in resilience-building behaviours and improvements in well-being and resilience scores. The findings suggest that e-learning courses may improve more than competency-based outcomes alone but further research is warranted to further explore these relationships.
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