Abstract：
UNASSIGNED: To characterise existing knowledge about the design and learning outcomes of education and training programs for supported or shared decision making.
UNASSIGNED: A scoping review was performed to identify academic and grey literature, published between January 2006 and February 2022, that reported on the design and/or learning outcomes of supported or shared decision making education or training programs. Eligible literature was mapped across domains of educational design and Kirkpatrick\'s hierarchy of learning effectiveness, and then qualitatively synthesised using cross-case analysis.
UNASSIGNED: A total of 33 articles were identified (n = 7 for supported decision making and n = 26 for shared decision making) that provided education or training to supporters of persons with mental illness or substance use disorders (n = 14), dementia or neurocognitive disorders (n = 6), cognitive disability (n = 5), mixed populations (n = 1), and those receiving end-of-life care (n = 7). In their design, most programs sought specific changes in practice (behaviour) via experiential learning. Reported educational outcomes also focused on supporter behaviour, with limited evidence for how changes in learner attitudes, skills, or knowledge might be contributing to changes in supporter behaviour.
UNASSIGNED: Future education and training would benefit from a closer engagement with theories of teaching and learning, particularly those oriented towards co-design.
Existing education and training programs for supported and shared decision making have a solid focus on modifying supporter behaviour through information provision, reflective practice, and modelling and coaching desired behaviour.To fully realise supported decision making, education and training programs would benefit from a focus on program co-design and working within a socio-ecological model of supported decision making.Future evaluations of supported decision making education should draw from both quantitative and qualitative approaches, with a focus on identifying the learning processes through which education influences supporter behaviour, organisational practices, and client/patient outcomes.
UNASSIGNED: A scoping review was performed to identify academic and grey literature, published between January 2006 and February 2022, that reported on the design and/or learning outcomes of supported or shared decision making education or training programs. Eligible literature was mapped across domains of educational design and Kirkpatrick\'s hierarchy of learning effectiveness, and then qualitatively synthesised using cross-case analysis.
UNASSIGNED: A total of 33 articles were identified (n = 7 for supported decision making and n = 26 for shared decision making) that provided education or training to supporters of persons with mental illness or substance use disorders (n = 14), dementia or neurocognitive disorders (n = 6), cognitive disability (n = 5), mixed populations (n = 1), and those receiving end-of-life care (n = 7). In their design, most programs sought specific changes in practice (behaviour) via experiential learning. Reported educational outcomes also focused on supporter behaviour, with limited evidence for how changes in learner attitudes, skills, or knowledge might be contributing to changes in supporter behaviour.
UNASSIGNED: Future education and training would benefit from a closer engagement with theories of teaching and learning, particularly those oriented towards co-design.
Existing education and training programs for supported and shared decision making have a solid focus on modifying supporter behaviour through information provision, reflective practice, and modelling and coaching desired behaviour.To fully realise supported decision making, education and training programs would benefit from a focus on program co-design and working within a socio-ecological model of supported decision making.Future evaluations of supported decision making education should draw from both quantitative and qualitative approaches, with a focus on identifying the learning processes through which education influences supporter behaviour, organisational practices, and client/patient outcomes.
摘要：
■描述有关教育和培训计划的设计和学习成果的现有知识，以支持或共享决策。
■进行了范围审查，以识别学术和灰色文献，在2006年1月至2022年2月之间发布，报告了支持或共享决策教育或培训计划的设计和/或学习成果。符合条件的文献被映射到教育设计领域和柯克帕特里克的学习效率层次，然后使用跨案例分析进行定性综合。
■总共确定了33篇文章（支持决策n=7，共享决策n=26），为精神疾病或物质使用障碍的支持者提供教育或培训（n=14），痴呆或神经认知障碍（n=6），认知障碍（n=5），混合种群(n=1)，和那些接受临终关怀的人(n=7)。在他们的设计中，大多数程序通过体验式学习寻求实践(行为)的具体变化。报告的教育成果也集中在支持者的行为上，关于学习者态度如何变化的证据有限，技能,或者知识可能会导致支持者行为的变化。
■未来的教育和培训将受益于与教学理论的更紧密接触，特别是那些面向共同设计的。
支持和共享决策的现有教育和培训计划将重点放在通过提供信息来改变支持者的行为上，反思性实践,以及建模和指导所需的行为。为了充分实现支持的决策，教育和培训计划将受益于专注于计划共同设计和在支持决策的社会生态模型中工作。未来对支持性决策教育的评估应采用定量和定性两种方法，重点是确定教育影响支持者行为的学习过程，组织实践,和客户/患者结果。
■进行了范围审查，以识别学术和灰色文献，在2006年1月至2022年2月之间发布，报告了支持或共享决策教育或培训计划的设计和/或学习成果。符合条件的文献被映射到教育设计领域和柯克帕特里克的学习效率层次，然后使用跨案例分析进行定性综合。
■总共确定了33篇文章（支持决策n=7，共享决策n=26），为精神疾病或物质使用障碍的支持者提供教育或培训（n=14），痴呆或神经认知障碍（n=6），认知障碍（n=5），混合种群(n=1)，和那些接受临终关怀的人(n=7)。在他们的设计中，大多数程序通过体验式学习寻求实践(行为)的具体变化。报告的教育成果也集中在支持者的行为上，关于学习者态度如何变化的证据有限，技能,或者知识可能会导致支持者行为的变化。
■未来的教育和培训将受益于与教学理论的更紧密接触，特别是那些面向共同设计的。
支持和共享决策的现有教育和培训计划将重点放在通过提供信息来改变支持者的行为上，反思性实践,以及建模和指导所需的行为。为了充分实现支持的决策，教育和培训计划将受益于专注于计划共同设计和在支持决策的社会生态模型中工作。未来对支持性决策教育的评估应采用定量和定性两种方法，重点是确定教育影响支持者行为的学习过程，组织实践,和客户/患者结果。
