Abstract：
Background: This paper uses Normalization Process Theory (NPT) to examine staff impressions of Montessori-based program training and implementation at Veterans Affairs Community Living Centers (VA CLCs; nursing homes). Methods: We conducted a mixed-methods evaluation of Montessori Approaches to Person-Centered Care (MAP-VA) at eight VA CLCs. Trainings were conducted as either a live virtual course or a pre-recorded asynchronous class. Two NPT constructs, coherence building and cognitive participation, informed qualitative interview questions, surveys, and analyses focused on staff movement from knowledge to action during initial implementation. Data collection included staff-completed standardized post-training exams (N = 906), post-training evaluations (N = 761), and optional validated surveys on perceptions of Montessori training (N = 307). Champions (peer-leaders) from each CLC completed semi-structured qualitative interviews post-training (N = 22). Findings: The majority of staff (83%-90%) passed all courses. Staff evaluated the training highly (80%+ agreement) on learning relevant new knowledge and confidence applying new skills. On average, staff felt MAP-VA would become a normal part of their work (7.68/10 scale), and reported increased familiarity with Montessori approaches after training (p = .002). Qualitative interview data from staff trained in Montessori supported three themes concordant with the NPT dimensions of coherence building and cognitive participation. (1) Coherence regarding Montessori: staff demonstrated an understanding of the program and mentioned the benefits of Montessori compared to their previous usual routines. Cognitive participation or engagement with Montessori: (2) staff had positive feelings about Montessori principles/applications and demonstrated a willingness to try the Montessori approach, and (3) staff made sense of the new intervention through early rehearsal of Montessori principles/practices and recognized opportunities for using Montessori in future interactions. Conclusions: Montessori virtual training resulted in high levels of coherence and cognitive participation among multidisciplinary staff, evidenced by high knowledge, self-efficacy, and readiness to act. The asynchronous and synchronous trainings were accessible, relevant, and supported diverse learners.
摘要：
背景：本文使用规范化过程理论（NPT）来研究员工对退伍军人事务社区生活中心（VACLC；疗养院）基于蒙台梭利的计划培训和实施的印象。方法：我们在八个VACLC中对蒙台梭利以人为本的护理方法（MAP-VA）进行了混合方法评估。培训以实时虚拟课程或预先录制的异步课程进行。两种NPT构造，一致性建设和认知参与，知情的定性面试问题，调查,和分析侧重于工作人员在最初实施期间从知识到行动的流动。数据收集包括工作人员完成的标准化培训后考试(N=906)，培训后评估(N=761)，以及对蒙台梭利培训看法的可选验证调查(N=307)。每个CLC的冠军（同行领导）在培训后完成了半结构化的定性访谈（N=22）。调查结果：大多数员工（83％-90％）通过了所有课程。员工对学习相关新知识和应用新技能的信心进行了高度评价（80％以上的协议）。平均而言,工作人员认为MAP-VA将成为他们工作的正常部分(7.68/10量表)，并报告培训后对蒙台梭利方法的熟悉程度增加(p=0.002)。来自蒙台梭利培训的工作人员的定性访谈数据支持与《不扩散条约》的一致性建设和认知参与方面相一致的三个主题。（1）关于蒙台梭利的连贯性：工作人员展示了对该计划的理解，并提到了蒙台梭利与他们以前的常规程序相比的好处。认知参与或参与蒙台梭利：（2）员工对蒙台梭利原则/应用有积极的感受，并表现出尝试蒙台梭利方法的意愿，（3）工作人员通过早期演练蒙台梭利原则/实践和在未来互动中使用蒙台梭利的公认机会，了解了新的干预措施。结论：蒙台梭利虚拟培训导致多学科工作人员之间的高度一致性和认知参与，高知识证明，自我效能感,准备采取行动。可以访问异步和同步培训，相关,支持多样化的学习者。
