Assessment of the multidisciplinary education for a major change in clinical practice; a prospective cohort study
Assessment of the multidisciplinary education for a major change in clinical practice; a prospective cohort study
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评估多学科教育对临床实践重大变化的影响；
DOI：
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发表时间：
2009
影响因子：
2.8
通讯作者：
Shirley Graham
中科院分区：
文献类型：
--
作者：
Ian MR Wright;Chris H Wake;Helene Anderson;Shirley Graham
背景新生儿重症监护病房(NICU)和卫生服务的其他领域经常以随意或灾难性的方式引入新的方法。工作人员教育的需要往往得不到完全解决或解决得太晚。在引入重大变革后，很少对教育进行评估。我们改变了NICU呼吸支持的基础。在这次干预之前，我们进行了一项重大的教育和支持计划。这项研究记录并评估了我们卫生服务提供的这一变化的教育成分。方法高级医疗和护理人员在国外接受培训，并在变化前实施一年的教育计划。改革后，继续为医生、护士和专职卫生人员提供多学科教育支持。在改变前、改变后1个月和9个月时通过匿名问卷进行评估。我们的假设是，对教育的不满在一个月内最大。结果新方法的理论教育和实践教育方面都被评为很好到很好，这一点不会随着时间的推移而改变。应用这项技术的难度最初被评为矛盾，但在9个月后显著下降，直到它被评为容易到非常容易(p<；0.001)。总体而言，无论是在教育周期结束时还是在9个月后，工作人员都认为这一变化是有益的，一个月内没有减少。结论如果教育和培训普及到所有员工，并建立一个相互和持续的支持系统，即使是临床实践中的重大变化也可以实现，而不会对通常看到的教育过程感到不满。
BackgroundNew approaches are often introduced to the neonatal intensive care unit (NICU) and other areas of the health service in either a haphazard or cataclysmic fashion. The needs of staff education are often addressed incompletely or too late. Rarely is education assessed after the introduction of a major change. We changed the basis of our NICU respiratory support. We conducted a major educational and support program before this intervention. This study documented and assessed the educational components of this change in our health service provision.MethodsSenior medical and nursing staff attended training abroad and an education program was applied for one year prior to the change. Multidisciplinary educational support for doctors, nurses and allied health was continued after the change. Assessment was by anonymous questionnaire, prior to change, at one and at nine months. Our hypothesis was that dissatisfaction with education would be greatest at one month.ResultsBoth theory education and practical education aspects of the new approach were rated as good to very good and this did not change with time. Difficulty of applying the technique was rated as ambivalent initially but decreased significantly over 9 months until it was rated easy to very easy (p < 0.001). Over all, the change was rated by staff as beneficial, both at the end of the education period and at nine months, with no decrease at one month.ConclusionIf education and training reaches all staff, with a system of mutual and continued support, even large changes in clinical practice can be achieved without the dissatisfaction with the educational process that is often otherwise seen.
良好工作试验中营养干预的持久性和传播。
影响因子：
5.1
作者：
Patterson,RE;Kristal,AR;Biener,L;Varnes,J;Feng,Z;Glanz,K;Stables,G;Chamberlain,RM;Probart,C
通讯作者：
Probart,C
早产儿机械通气：神经超声和发育研究。
影响因子：
8
作者：
Graziani,LJ;Spitzer,AR;Mitchell,DG;Merton,DA;Stanley,C;Robinson,N;McKee,L
通讯作者：
McKee,L