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Reduced prevalence and severity of wounds following implementation of the Champions for Skin Integrity model to facilitate uptake of evidence‐based practice in aged care
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Preparing mental health professionals for new directions in mental health practice: Evaluating the sensory approaches e‐learning training package
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Pamela Meredith PhD BSc BA BOccThy Harriet Yeates BOccTh Amanda Greaves BOccThy MCMH Michelle Taylor BOccThy MA Maddy Slattery PhD BA Michelle Charters BSc GDipPsychSc Melissa Hill BBehSc 《International journal of mental health nursing》2018,27(1):106-115
The application of sensory modulation approaches in mental health settings is growing in recognition internationally. However, a number of barriers have been identified as limiting the implementation of the approach, including workplace culture and a lack of accessible and effective sensory approaches training. The aim of this project was to investigate the efficacy of providing this training through a custom‐designed e‐learning package. Participants in the present study were predominately nurses and occupational therapists working in mental health settings in Queensland, Australia. Data were collected from 121 participants using an online survey. Significant improvements were found between pre‐ and post‐training in participants’ real and perceived levels of knowledge, their perceived levels of confidence, and their attitudes towards using sensory modulation approaches in mental health settings. The findings of the study suggest that the custom‐designed sensory approaches e‐learning package is an effective, accessible, acceptable, and usable method to train health professionals in sensory modulation approaches. As this study is the first to analyse the efficacy of an e‐learning sensory approaches package, the results are considered preliminary, and further investigation is required. 相似文献
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Responding to the growing demand for practice education: Are we building sustainable solutions?
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Indigenous peoples and human rights: Some considerations for the occupational therapy profession in Australia
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Tammy C. Hoffmann PhD Sally Bennett PhD Clare Tomsett BOccThy Chris Del Mar MD 《Journal of general internal medicine》2014,29(6):844-849
BACKGROUND
Shared decision making is a crucial component of evidence-based practice, but a lack of training in the “how to” of it is a major barrier to its uptake.OBJECTIVE
To evaluate the effectiveness of a brief intervention for facilitating shared decision making skills in clinicians and student clinicians.DESIGN
Multi-centre randomized controlled trial.PARTICIPANTS
One hundred and seven medical students, physiotherapy or occupational therapy students undertaking a compulsory course in evidence-based practice as part of their undergraduate or postgraduate degree from two Australian universities.INTERVENTION
The 1-h small-group intervention consisted of facilitated critique of five-step framework, strategies, and pre-recorded modelled role-play. Both groups were provided with a chapter about shared decision making skills.MAIN MEASURES
The primary outcome was skills in shared decision making and communicating evidence [Observing Patient Involvement (OPTION) scale, items from the Assessing Communication about Evidence and Patient Preferences (ACEPP) Tool], rated by a blinded assessor from videorecorded role-plays. Secondary outcomes: confidence in these skills and attitudes towards patient-centred communication (Patient Practitioner Orientation Scale (PPOS)).KEY RESULTS
Of participants, 95 % (102) completed the primary outcome measures. Two weeks post-intervention, intervention group participants scored significantly higher on the OPTION scale (adjusted group difference?=?18.9, 95 % CI 12.4 to 25.4), ACEPP items (difference?=?0.9, 95 % CI 0.5 to 1.3), confidence measure (difference?=?13.1, 95 % CI 8.5 to 17.7), and the PPOS sharing subscale (difference?=?0.2, 95 % CI 0.1 to 0.5). There was no significant difference for the PPOS caring subscale.CONCLUSIONS
This brief intervention was effective in improving student clinicians’ ability, attitude towards, and confidence in shared decision making facilitation. Following further testing of the longer-term effects of this intervention, incorporation of this brief intervention into evidence-based practice courses and workshops should be considered, so that student clinicians graduate with these important skills, which are typically neglected in clinician training. 相似文献29.
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