实施新生儿医疗保健专业人员多维疼痛能力教育计划，将疼痛知识转化为临床实践：一项混合方法研究

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-05-01 DOI:10.1016/j.nedt.2025.106767

Jingxia Chen , Menglian Xie , Siya Lin , Chunxia Zhong , Bin Wang , Shuanghuan Zheng , Fangming Li , Huali Xu , Keela Herr , Elyse L. Laures , Li Li

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引用次数: 0

摘要

背景：新生儿疼痛治疗不足通常归因于医疗保健专业教育不足。确定策略，有效地提高临床疼痛知识，以促进新生儿保健专业人员的技能和做法是势在必行的。目的制定一套多维度的疼痛能力教育方案，评估其对新生儿医护人员疼痛管理知识、态度、自我效能感、行为以及新生儿疼痛管理实践的影响。设计：混合方法设计。共有110名新生儿保健专业人员（24名医生，86名护士）参加了教育计划，44名（8名医生，36名护士）完成了随访调查。方法制定并实施一个多维疼痛能力教育计划，为期两天的培训课程，随后是三个月的在线支持，包括两个主题研讨会和持续的基于实践的支持。采用Kirkpatrick模型，分别在基线（T1）、为期两天的培训课程（T2）和完成教育计划（T3）收集定量和定性数据，对培训效果进行评估。结果新生儿保健专业人员对教育计划的满意度为2.75分（满分3分），表明在Kirkpatrick模型中有积极的反应水平评价。在学习水平上，患者在疼痛管理知识、态度和自我效能方面的得分在T2和T3均显著高于基线（T1） (P <；0.05)。在行为水平上，与T1相比，更多的参与者在T3时使用局部镇痛药和非药物干预来预防和缓解疼痛(P <；0.05)。在结果层面，更多的新生儿关键联络科室已经或计划使用新生儿疼痛评估量表，已经或计划建立新生儿程序性疼痛评估和管理方案(P <；0.05)。两个主题（从学习中获得的收获和培训反馈）和八个副主题从他们对这个教育项目的经验的反思中被确定出来。结论新生儿医护人员多维度疼痛胜任力教育可提高新生儿医护人员的疼痛管理知识、态度、自我效能感和行为水平，促进新生儿科疼痛管理实践的改变。

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Implementation of a multidimensional pain competency education program for neonatal healthcare professionals to translate pain knowledge into clinical practice: A mixed methods study

Background

Undertreatment of neonatal pain is often attributed to inadequate healthcare professional education. Determining strategies to effectively improve clinical pain knowledge to promote the skills and practices of neonatal healthcare professionals is imperative.

Objectives

To develop a multidimensional pain competency education program and to evaluate its effect on neonatal healthcare professionals' pain management knowledge, attitude, self-efficacy, behaviors, as well as on neonatology department’s pain management practice.

Design

A mixed-methods design.

Participants

A total of 110 neonatal healthcare professionals (24 physicians, 86 nurses) attended the education program, and 44 (8 physicians, 36 nurses) completed the follow-up survey.

Methods

A multidimensional pain competency education program was developed and implemented as a two-day training course, followed by three-month online support comprising two thematic workshops and ongoing practice-based support. Followed Kirkpatrick's model, the training effects were evaluated using quantitative and qualitative data collected at baseline (T1), after the two-day training course (T2), and after completing the education program (T3).

Results

Neonatal healthcare professionals rated their education program satisfaction at 2.75 out of 3, indicating positive reaction-level evaluation in Kirkpatrick's model. At the learning level, their scores in pain management knowledge, attitude, and self-efficacy were significantly higher at both T2 and T3 compared to baseline (T1) (P < 0.05). At behavior level, significantly more participants used topical analgesics and non-pharmacological interventions to prevent and relieve pain at T3 compared to those at T1 (P < 0.05). At results level, a significantly higher number of key liaison neonatology departments have used or plan to use a neonatal pain assessment scale, have established or plan to establish a protocol for neonatal procedural pain assessment and management (P < 0.05). Two themes (Gain from learning and Training feedback) and eight sub-themes were identified from reflection writing about their experience of this education program.

Conclusion

The multidimensional pain competency education program for neonatal healthcare professionals can improve the level of pain management knowledge, attitude, self-efficacy and behaviors of neonatal healthcare professionals, and promote the change of pain management practice in the neonatology department.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.