胎儿酒精中毒综合症预防教育和卫生专业人员培训的多层次方法。

Faith Ozer Green, Amy K Harlowe, Alexandra Edwards, Daniel P Alford, Hetal Choxi, Jacqueline S German, Diana Ling, Iwona Pawlukiewicz, Reshana Peterson, Kirk von Sternberg, Mary M Velasquez
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引用次数: 0

摘要

背景:酒精暴露的妊娠可导致胎儿酒精谱系障碍(FASD),是美国最常见的可预防的终身智力和发育障碍的原因之一。医疗团队可在预防 FASD 方面发挥关键作用,但目前他们还没有做好这方面的准备。培训可以解决这一问题。本文探讨了由美国疾病控制中心(CDC)资助的六项计划围绕 FASD 预防对医护人员进行教育和培训所采用的不同方法,以及这些方法是如何适应(1)医护人员和/或临床环境的特殊需求和(2)COVID-19 大流行所带来的挑战的:本文对所述计划所采用的模式进行了深入描述和比较,详细介绍了每种模式所面临的挑战以及所做的调整。跨学科合作和审查突出了这些模式,并提供了各种解决方案和经验教训,可在类似的实践环境和/或教育活动中实施:根据组织结构(即国家组织、教育机构和临床环境)和计划目的,FASD 教育采用了不同的方法。一些项目侧重于通过员工培训、酒精筛查和简单干预/临床干预来预防 FASD,另一些项目则侧重于广泛的专业教育和宣传。随着 COVID-19、人员短缺、患者和临床医生不适等相关挑战的发现,内容和实施方式(如在线论坛和社交媒体的使用)也在不断改进:结论:FASD 预防教育面临着与污名化、不适感和错误信息相关的各种挑战,这些项目以各种方式应对了这些挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Multi-Level Approaches to Fetal Alcohol Spectrum Disorders Prevention Education and Training for Health Professionals.

Background: Alcohol-exposed pregnancies, which can lead to fetal alcohol spectrum disorders (FASDs), is one of the most common preventable causes of lifelong intellectual and developmental disabilities in the U.S. Healthcare teams can play a critical role in preventing FASDs; however, they are currently unprepared to do so. Training can remediate this problem. This article explores the different approaches to the education and training of healthcare providers around FASD prevention used by six Centers for Disease Control (CDC)-funded programs, and how they have been adapted to (1) the specific needs of the healthcare professionals and/or the clinical setting and (2) the challenges posed by the COVID-19 pandemic.

Methods: This article offers an in-depth description and comparison of the models utilized by the programs described, detailing the challenges of each model as well as the adaptations made. Interdisciplinary collaboration and review highlights these models and offers a variety of solutions and lessons learned that can be implemented in similar practice settings and/or educational initiatives.

Results: Based on organizational structure (i.e., national organization, educational institution, and clinical settings) and program purpose, different methods were employed for FASD education. Some programs were focused on FASD prevention through staff training and alcohol screening and brief intervention/clinical intervention and others were focused on broadscale professional education and awareness. Improvements were made on an ongoing basis as challenges related to COVID-19, staff shortages, and patient and clinician discomfort were identified, resulting in modifications to content and delivery modality (e.g., online forums and use of social media).

Conclusion: FASD prevention education is wrought with a variety of challenges related to stigma, discomfort, and misinformation, which these programs encountered in a variety of ways.

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