艾滋病护理师资培训效果评价

目的:探讨艾滋病护理师资培训的有效方法,为今后进一步开展护理人员艾滋病护理知识培训提供参考。方法:采用参与式教学方法对110名护理人员进行为期5天的脱产培训。采用问卷方法,在培训前后对学员就艾滋病知识、态度、护理意愿等进行调查以评价教学效果,并采取讨论方式对教学方法进行评价。结果:与培训前相比,培训班结束后学员的艾滋病知识水平(t=10.2,P<0.001)、护理意愿(t=4.9,P<0.001)和态度(t=2.6,P<0.01)均有显著差异,教学方法受到学员们的普遍喜欢。结论:此次培训班的教学方法有效,提高了学员们对艾滋病相关知识的掌握,转变了对艾滋病患者的态度,护理艾滋病患者的意愿也显著增高,同时学员掌握了教学的方法,达到了培训班的目的。     

Implementation and Evaluation of Active Support

Objectives Active support was implemented in three community houses (active support houses), with 11 service users with severe learning disabilities. Methods This was evaluated with reference to changes in levels of engagement, challenging behaviour (major and minor) and staff contact, measured against three comparison services (non‐active support houses). Results All measures increased for the active support houses. Significant increases in activity levels were found in one house. Statistically significant increases in activity and minor challenging behaviour were also found when all active support houses were compared with all non‐active support houses. In the non‐active support houses, all measures decreased, with the exception of mean level of staff contact in one house. Conclusions Unlike previous research findings, those service users who were less able did not receive comparatively more support from staff post‐training and changes appeared unrelated to staff contact.     

Australian Implementation and Evaluation of Active Support

Background The implementation and evaluation of Active Support in Australia is reported, the first such formal evaluation outside the UK. Method Residents and staff of five group homes participated. Active Support was introduced by training staff in one home at a time. Effectiveness was assessed using direct observation of resident engagement in activity and of staff help, as well as written assessments of resident outcomes. Results Staff help and resident engagement increased in four of five group homes. There was significantly greater participation in a wider variety of domestic activities, as well as more frequent and varied community participation. Change in resident engagement was positively related to change in staff help, but not related to residents’ level of adaptive behaviour. Conclusions Most of our findings were consistent with earlier UK studies. There was evidence of the successful transfer of Active Support training skills to an Australian training team. Nonsignificant trends towards reduced depression and increased adaptive behaviour warrant further investigation.     

The Importance of Interdisciplinary Research Training and Community Dissemination

Funding agencies and institutions are creating initiatives to encourage interdisciplinary research that can be more easily translated into community initiatives to enhance health. Therefore, the current research environment calls for interdisciplinary education and skills to create sustained partnerships with community institutions. However, formalized opportunities in both of these areas are limited for students embarking on research careers. The purpose of this paper is to underscore the historical and current importance of providing interdisciplinary training and community dissemination for research students. We also suggest an approach to begin to address the existing gap. Specifically, we suggest embedding a 10‐week summer rotation into existing research curricula with the goals of: (1) providing students with a hands‐on interdisciplinary research experience, (2) facilitating dialogue between research students and community settings to disseminate science to the public, and (3) sparking collaborations among researchers who seek to create a way to sustain summer program rotations with grant funding.     

The Development and Evaluation of a Deaf Awareness Training Course for Support Staff

Hearing impairments are common in people with intellectual disabilities and contribute to their communication difficulties. Those who care for and communicate with them need to be aware of this problem and of any strategies which may compensate for a hearing loss. The present study assessed the effectiveness of a Deaf Awareness Training Course for support workers of adults with intellectual disabilities. Questionnaires assessed knowledge of hearing impairment, hearing aid management and the use of strategies to facilitate communication. Knowledge prior to the course was poor despite previous experience of caring for people with intellectual disabilities. Those attending the course significantly improved their knowledge and use of strategies compared to a control group. Further research is needed to assess whether gains made in training of this kind are transferred to the support of people with intellectual disabilities.     

The Effect of Active Support Interactive Training on the Daily Lives of Adults with an Intellectual Disability

Background Interactive training (IT) is one of the two staff training components of the active support (AS) model. The present study explores how effective IT is when offered to staff divorced in time from the AS workshops, the other training component. We explored the effects of IT on resident activity engagement, challenging behaviours and staff assistance. Materials and Methods Twenty‐one adults with an intellectual disability living in residential settings participated. Observations and ratings of staff and resident behaviours were obtained before, immediately after the training sessions, and at 6 months follow‐up. Results Group‐level analyses indicated a short‐lived improvement in quality of staff support but, in general, there was an overall lack of change in staff behaviours, resident engagement and – observed and rated – challenging behaviours. However, subgroup analyses indicated that there was a significant improvement in engagement immediately after IT for a distinct subgroup of participants; those who had significantly higher aggressive behaviour ratings at the beginning of the study. Conclusions Findings support the combination of the training components of AS for improvements in the quality of life for people with intellectual disability. IT may also be worthy of future study as a potential stand‐alone intervention for people with the most difficult challenging behaviours.     

Active Support,Participation and Depression

Background Staff training in Active Support is designed to enable direct support staff to increase the engagement and participation of people with intellectual disabilities in a range of daily activities. Method Residents (n = 41) and staff of nine group homes participated. The effectiveness of Active Support was evaluated with a pre‐test:post‐test design, using a number of standardized assessments and other questionnaires, with group home staff as informants. These assessments were conducted before Active Support training and an average of 6.5 months later. Results Following implementation of Active Support residents experienced significant increases in domestic participation and adaptive behaviour. There were significant decreases in internalized challenging behaviour, overall challenging behaviour and depression. There was no significant pre–post change in other forms of challenging behaviour. Conclusions Our findings confirm and extend previous Active Support research showing that implementation of Active Support is followed by increased resident participation in activities. The significant improvements in adaptive behaviour, challenging behaviour and depression are of particular interest as the present study is among the first to report such effects. The study’s limitations are discussed.     

培训者培训模式在护理人员压疮防治知识培训中的应用

目的探索应用培训者培训模式对护士进行压疮防治知识培训的效果。方法采用培训者培训模式由8名教育者对47名培训者进行压疮防治知识培训;培训前后分别评估培训者二次培训能力和压疮防治知识,培训后对培训课程内容进行评估。结果培训后培训者二次培训能力自评总得分(3.13±0.70)分高于培训前(2.77±0.95)分(P0.05),培训者压疮防治知识得分(14.94±1.96)分高于培训前(13.26±1.84)分(P0.01)。培训课程内容合适性(3.99±0.52)分,全面性(4.04±0.52)分,实用性(4.02±0.54)分。结论培训者培训模式对压疮防治知识的培训是一种有效的模式。     

运动性失语的评测与训练

根据日本国立康复中心评测方法,经中国康复研究中心修订后的标准,共8类30项,对2例运动性失语患者进行评测和语言训练。结果表明:30项中倒1有18项,例2有23项完全恢复。其余项目大多数明显改善。     

脑瘫儿童书写功能的评估和训练

为了对脑瘫儿童进行书写功能的训练，用自行设计的书写功能评估和训练方法对6例脑瘫儿童进行6个月左右的训练，并对训练前后的功能进行评估，结果6名儿童的书写功能均有不同程度的提高，训练与功能改善有显著关系，t＝9．68，P＜0．001，表明书写功能的训练可作为脑瘫儿童的早期训练内容之一．     

国内外基础生命支持技术的普及和培训现状

心血管疾病和意外伤害的发生率呈逐年上升趋势,已成为危害人类健康的全球性公共卫生问题,心脏骤停（cardiac arrest,CA）是其引发的危急后果之一。     

Active Shooter Training in the Emergency Department: A Safety Initiative

Problem

Active shooter incidents are becoming more common, and although they are still rare compared with other shooting sites, incidents have increased in health care facilities. Agencies such as the Federal Bureau of Investigation, The Joint Commission, and the Emergency Nurses Association have emphasized that an action plan and training are essential for hospital preparedness.

心血管病专科护士基础生命支持培训效果及分析

目的探讨全军心血管病护理示范基地专科护士基础生命支持的培训模式。方法 2013年5月,选择参加沈阳军区总医院全军培训基地心血管病专科护士班护士52名为研究对象,按随机数字表法分成观察组和对照组,每组各26名。观察组采用美国心脏协会(American Heart Association,AHA)培训模式,而对照组采用全军心血管病护理示范基地专科护士传统培训模式,在培训结束时进行理论和技能考核。结果观察组护士的基础生命支持理论和技能操作考核通过率高于对照组,差异有统计学意义(P0.05)。结论采用AHA培训模式,有利于全军心血管病护理示范基地专科护士掌握基础生命支持理论及技能,特别有助于提高对儿童和婴儿的急救和复苏技能,实用性强,可广泛推广及应用。     

亚运志愿者创伤急救培训反馈调查

目的:了解对亚运志愿者进行创伤急救培训的效果.方法:随机抽取354名亚运医疗志愿者,在进行创伤急救的理论和操作培训后进行问卷调查和操作考试.结果:总体评分71.55%,对局部解剖的认知为59.04%,而对于颈椎损伤的正确处理率只有17.8%,其他培训内容基本及格甚至优秀.结论:经培训基本达到培训的目的和要求,但基本理论较欠缺,特别是对局部解剖和颈椎损伤的实际操作不熟练.     

减重步行训练在脑瘫康复中的应用

目的 探讨减重步行训练对脑瘫患儿步行功能的影响.方法 50例脑瘫患儿分为对照组(n=20)、减重组(n=30),两组均进行综合康复治疗,减重组在此基础上加用减重步行训练.治疗前后采用粗大运动功能测试量表(GMFM)中D项和E项评分进行评定.结果 两组患儿GMFM评定D项和E项评分治疗前后均有非常显著性差异(P<0.01),治疗后减重组与对照组比较有显著性差异(P<0.05).结论 减重步行训练可促进脑瘫患儿步行能力提高.