What should we teach about disability? National consensus on disability competencies for health care education
What should we teach about disability? National consensus on disability competencies for health care education
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DOI：
10.1016/j.dhjo.2020.100989
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发表时间：
2021-04-05
影响因子：
4.5
通讯作者：
Smith, Cara N. Whalen
中科院分区：
文献类型：
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作者：
Havercamp, Susan M.;Barnhart, Wesley R.;Smith, Cara N. Whalen
背景：医疗保健提供者没有准备好满足残疾患者的健康需求。残疾培训是必要的，但对于应该教授什么内容却几乎没有达成一致。目标：就跨学科的医疗保健提供者需要了解哪些知识，为所有类型的残疾（例如行动能力、感觉、发育、心理健康）患者提供优质护理建立全国共识。方法：残疾人、残疾倡导者、残疾人家庭成员、残疾和卫生专业人员以及跨学科健康教育工作者系统地评估一组残疾能力草案并提供反馈。根据这些反馈，能力得到迭代完善。结果：经过两轮反馈后，出现了 6 项能力、49 项子能力以及 10 项原则和价值观，涉及尊重、以人为本的护理以及对身体、态度和沟通医疗保健障碍的认识等主题。绝大多数 (89%) 同意或强烈同意，残疾能力反映了为残疾患者提供优质护理所需的核心理解，与各种残疾类型 (85%) 和各个医疗保健学科 (96%) 相关。对各种能力的评估反馈进行平均后，参与者表示这些能力很重要 (98%) 且明确 (96%)。 结论：就教学内容达成的共识是培养具备残疾能力的医疗保健人员队伍的一个重要里程碑。讨论了研究、培训和政策的未来方向。当残疾问题被纳入医疗保健教育时，医疗保健人员将做好准备，为残疾患者提供方便、以患者为中心的优质医疗保健服务。(c) 2020 作者。由 Elsevier Inc. 出版。这是一篇遵循 CC BY-NC-ND 许可证 (http://creativecommons.org/licenses/by-nc-nd/4.0/) 的开放获取文章。
Background: Health care providers are unprepared to meet the health needs of patients who have disabilities. Disability training is needed, yet there is little agreement about what should be taught.Objective: Establish a national consensus on what healthcare providers across disciplines need to know to provide quality care to patients with all types of disabilities (e.g., mobility, sensory, developmental, mental health).Methods: People with disabilities, disability advocates, family members of people with disabilities, disability and health professionals, and inter-disciplinary health educators systematically evaluated and provided feedback on a draft set of disability competencies. Based on this feedback, competencies were iteratively refined. Results: After two waves of feedback, six competencies, 49 sub-competencies, and 10 principles and values emerged that addressed topics such as respect, person-centered care, and awareness of physical, attitudinal, and communication health care barriers. An overwhelming majority (89%) agreed or strongly agreed that the disability competencies reflected the core understandings needed to provide quality care for patients with disabilities, were relevant across disability types (85%), and across health care disciplines (96%). Averaging evaluative feedback across competencies, participants reported that the competencies were important (98%) and clear (96%).Conclusions: This consensus on what to teach is an important milestone in preparing a disability competent health care workforce. Future directions for research, training, and policy are discussed. When disability is included in health care education, the health care workforce will be prepared to deliver accessible, patient-centered, quality health care to patients with disabilities.(c) 2020 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).