背景:医护人员(HCWs)在患者护理期间经常受到痛苦情况的影响,并可能经历第二受害者现象(SVP)。作出适当的回应,培训,提高对SVP的认识可以提高HCW的幸福感,并最终提高护理质量和患者安全。
目的:本研究旨在描述和评估由欧洲研究人员组织的“第二受害者网络工作”组织的多模式培训,以增加对SVP和第二受害者计划的知识和整体认识。
方法:我们实施了一个多模式培训计划,遵循基于持续质量改进过程的迭代方法,在2年内加强培训计划的方法和材料。我们进行了基于网络的调查和小组访谈,以评估培训的范围和设计,自我指导的学习材料,和面对面的活动。
结果:在42名被录取的候选人中,38名(90%)参与者参加了培训学校计划的两个版本。在第二版中,参与者的满意度提高了,特别是在调整案例研究讨论的分配时间时(P<.001)。在多模态培训之后,参与者表示,他们对高级副总裁有了更好的认识和理解,支持干预措施,及其对医疗保健的影响。该培训学校的主要优势是跨学科的方法以及与多种文化的接触,学习材料的多样性,以及培训师和组织团队的承诺。
结论:这种多模式培训适用于医疗保健社区的不同利益相关者,包括HCWs,临床经理,患者安全和护理质量团队,院士,研究人员,和研究生,不管他们以前在SVP的经验。此外,这项研究是一项开创性的努力,旨在阐明将这种培训方法扩展到类似环境所必需的材料和方法。
BACKGROUND: Health care workers (HCWs) are often impacted by distressing situations during patient care and can experience the second victim phenomenon (SVP). Addressing an adequate response, training, and increasing awareness of the SVP can increase HCWs\' well-being and ultimately improve the quality of care and patient safety.
OBJECTIVE: This study aims to describe and evaluate a multimodal training organized by the European Researchers\' Network Working on Second Victims to increase knowledge and overall awareness of SVP and second victim programs.
METHODS: We implemented a multimodal training program, following an iterative approach based on a continuous quality improvement process, to enhance the methodology and materials of the training program over the duration of 2 years. We conducted web-based surveys and group interviews to evaluate the scope and design of the training, self-directed learning materials, and face-to-face activities.
RESULTS: Out of 42 accepted candidates, 38 (90%) participants attended the 2 editions of the Training School program. In the second edition, the level of participants\' satisfaction increased, particularly when adjusting the allocated time for the case studies\' discussion (P<.001). After the multimodal training, participants stated that they had a better awareness and understanding of the SVP, support interventions, and its impact on health care. The main strengths of this Training School were the interdisciplinary approach as well as the contact with multiple cultures, the diversity of learning materials, and the commitment of the trainers and organizing team.
CONCLUSIONS: This multimodal training is suitable for different stakeholders of the health care community, including HCWs, clinical managers, patient safety and quality-of-care teams, academicians, researchers, and postgraduate students, regardless of their prior experience with SVP. Furthermore, this study represents a pioneering effort in elucidating the materials and methodology essential for extending this training approach to similar contexts.