为急症护理机构的护士提供痴呆症培训:影响与障碍。

Pei-Chao Lin, Shao-Yun Hsu, Chang-Chun Chen, Shu-Fen Wung
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背景:目的:本研究旨在调查当前医护人员痴呆症护理培训课程对医院护士相关知识、态度和自我效能的影响,并了解她们的培训相关经验、意愿和感知障碍:方法:采用横断面设计,从台湾一家教学医疗中心招募了 201 名护士。研究人员编制了一份问卷,以评估与痴呆症患者护理相关的知识、态度和自我效能,并阐明参与者对痴呆症护理培训课程的体验和偏好。五位学术和临床痴呆症护理专家对开发的问卷进行了三轮内容效度评估。采用推断统计法比较了参加过和未参加过痴呆症护理培训课程的学员在护理痴呆症患者方面的知识、态度和自我效能:几乎所有参与者(96.5%)都曾有过照护痴呆症患者的经验,但只有 25.9% 和 7.0% 的参与者表示参加过痴呆症照护基础和高级医护专业培训课程。参加过基础课程或高级课程的学员获得的平均知识分数高于没有参加过这两种课程的学员(分别为 p = .009 和 p = .027)。时间限制和日程安排冲突被认为是参加痴呆症护理培训的主要障碍(n = 164,81.6%):参加过基础或高级医护人员痴呆症护理培训课程的学员比未参加者掌握了更多痴呆症护理知识。利益相关者应努力进一步减少护士参加基本痴呆症护理培训所面临的障碍。
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Dementia Training for Nurses in Acute Care Settings: Impacts and Barriers.

Background: The provision of consistent, high-quality dementia care training for healthcare professionals in acute care hospital settings has been largely overlooked until recent years.

Purpose: This study was designed to investigate the effect of current healthcare professional dementia care training courses on related knowledge, attitudes, and self-efficacy in hospital nurses and to understand their training-related experiences, willingness, and perceived barriers.

Methods: Using a cross-sectional design, 201 nurses were recruited from a teaching medical center in Taiwan. A questionnaire was developed by the researchers to evaluate knowledge, attitudes, and self-efficacy related to caring for people with dementia and to elucidate participant experiences and preferences regarding dementia care training courses. Five academic and clinical dementia care experts held three content validity evaluation rounds for the developed questionnaire. Inferential statistics were used to compare the knowledge, attitudes, and self-efficacy related to caring for people with dementia between participants who had and had not attended a dementia care training course.

Results: Nearly all (96.5%) of the participants had prior experience caring for people with dementia, but only 25.9% and 7.0% respectively reported haven taken basic and advanced healthcare professional dementia care training courses. Those who had taken either the basic or advanced course earned higher mean knowledge scores than those who had taken neither ( p = .009 and p = .027, respectively). Time constraints and scheduling conflicts were identified as the major barriers to attending dementia care training ( n = 164, 81.6%).

Conclusions/implications for practice: The participants who had attended either the basic or advanced healthcare professional dementia care training course were found to have better dementia care knowledge than those who had not. Stakeholders should work to further reduce the barriers faced by nurses to attending essential dementia care training.

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