背景:自杀是美国第12大死亡原因。医疗保健提供者培训是国家预防自杀行动联盟确定的首要研究重点;然而,基于证据的方法,目标技能建设是资源密集型的,难以实施。利用人工智能的新型计算机技术现在已经可用,这有望增加在一系列继续教育环境中提供学员机会的可行性,以参与技能实践,并对绩效进行建设性反馈。
目的:这项初步研究旨在评估在美国1级创伤中心接受急性或重症监护的患者中进行自杀安全计划电子学习培训的可行性和可接受性。培训包括有示范的说教部分,与基于网络的虚拟患者(客户端机器人艾米丽)的微咨询技能的实践,与耐心演员的角色扮演,并通过基于Web的平台(LysnAdvisor)根据角色扮演对一般咨询技能进行自动编码和反馈。其次,我们检查了知识的学习成果,信心,以及描述自杀安全计划的技能。
方法:在2021年11月1日至2022年5月31日之间招募了急性和重症监护护士,以参加使用预培训的形成性评估,培训后,和6个月的跟踪调查,以及观察护士通过标准化患者角色扮演在6个月内实施自杀安全计划的表现,并使用安全计划干预评定量表进行评分。护士在与客户机器人艾米丽互动并通过LyssnAdvisor根据他们的角色扮演审查一般咨询得分后,完成了系统可用性量表。
结果:共有18名护士参与了这项研究,其中大部分为女性(n=17,94%)和白人(n=13,72%)。在开始培训的17名护士中,82%(n=14)完成了它。平均而言,客户端BotEmily的系统可用性量表得分为70.3分(SD19.7分),LyssnAdvisor的系统可用性量表得分为65.4分(SD16.3分).平均而言,培训后护士认可了良好的知识(平均3.1,SD0.5)和信心(平均2.9,SD0.5).完成培训后,没有任何护士在安全计划干预评定量表(≥14)上的熟练程度得分高于专家得出的界限;然而,平均而言,根据LyssnAdvisor,护士的一般咨询技能高于临界值(同理心:平均4.1,SD0.6;协作:平均3.6,SD0.7).
结论:研究结果表明,在这种情况下完成培训活动和使用新技术是可行的。技术修改可以提高培训的可接受性和实用性,例如,增加虚拟患者对话能力,并为特定的自杀安全计划技能增加自动编码能力。
■RR2-10.2196/33695。
BACKGROUND: Suicide is the 12th leading cause of death in the United States. Health care provider training is a top research priority identified by the National Action Alliance for Suicide Prevention; however, evidence-based approaches that target skill building are resource intensive and difficult to implement. Novel computer technologies harnessing artificial intelligence are now available, which hold promise for increasing the feasibility of providing trainees opportunities across a range of continuing education contexts to engage in skills practice with constructive feedback on performance.
OBJECTIVE: This pilot study aims to evaluate the feasibility and acceptability of an eLearning training in suicide safety planning among nurses serving patients admitted to a US level 1 trauma center for acute or intensive care. The training included a didactic portion with demonstration, practice of microcounseling skills with a web-based virtual patient (Client Bot Emily), role-play with a patient actor, and automated coding and feedback on general counseling skills based on the role-play via a web-based platform (Lyssn Advisor). Secondarily, we examined learning outcomes of knowledge, confidence, and skills in suicide safety planning descriptively.
METHODS: Acute and intensive care nurses were recruited between November 1, 2021, and May 31, 2022, to participate in a formative evaluation using pretraining, posttraining, and 6-month follow-up surveys, as well as observation of the nurses\' performance in delivering suicide safety planning via standardized patient role-plays over 6 months and rated using the Safety Plan Intervention Rating Scale. Nurses completed the System Usability Scale after interacting with Client Bot Emily and reviewing general counseling scores based on their role-play via Lyssn Advisor.
RESULTS: A total of 18 nurses participated in the study; the majority identified as female (n=17, 94%) and White (n=13, 72%). Of the 17 nurses who started the training, 82% (n=14) completed it. On average, the System Usability Scale score for Client Bot Emily was 70.3 (SD 19.7) and for Lyssn Advisor was 65.4 (SD 16.3). On average, nurses endorsed a good bit of knowledge (mean 3.1, SD 0.5) and confidence (mean 2.9, SD 0.5) after the training. After completing the training, none of the nurses scored above the expert-derived cutoff for proficiency on the Safety Plan Intervention Rating Scale (≥14); however, on average, nurses were above the cutoffs for general counseling skills per Lyssn Advisor (empathy: mean 4.1, SD 0.6; collaboration: mean 3.6, SD 0.7).
CONCLUSIONS: Findings suggest the completion of the training activities and use of novel technologies within this context are feasible. Technologic modifications may enhance the training acceptability and utility, such as increasing the virtual patient conversational abilities and adding automated coding capability for specific suicide safety planning skills.
UNASSIGNED: RR2-10.2196/33695.