■初级创伤护理(PTC)课程最初是为在医疗资源有限的中低收入国家(LMICs)指导医护人员管理严重伤害患者而开发的。PTC已经教授了25年以上。许多研究表明,为期2天的PTC研讨会对一线卫生工作人员有用和提供信息,并有助于提高对创伤管理的知识和信心;然而,几乎没有证据表明该课程对临床实践变化的影响。柯克帕特里克模型(KM)和知识,态度,和实践(KAP)模型是评估该问题的有效方法。
■本研究的目的是调查为期2天的PTC课程如何影响满意度,知识,以及2家越南医院医护人员的技能,使用包含KAP模型和4级知识管理作为评估工具的概念框架。
■PTC课程分别于2022年2月和3月在ThanhHoa和NinhBinh医院的急诊科(ED)交付了2天。这项研究遵循了前瞻性的干预前后设计。我们使用经过验证的工具来评估参与者的满意度,知识,和技能之前,紧接着,课程交付后6个月。Fisher精确检验和Wilcoxon配对符号秩检验用于比较预测试的百分比和平均值,后测,以及课程参与者的6个月后随访时间点。
■共有80名医护人员参加了为期2天的PTC课程,近100%的参与者对课程感到满意。在知识管理(知识)的第2级,多项选择题和置信度矩阵的分数从60%显着提高到77%,从59%提高到71%,分别(P<.001),这些改善见于两个亚组(护士和医生).第三级的重点是练习,展示了一个显著的增量变化,场景检查表点从平均值5.9(SD1.9)增加到9.0(SD0.9),床旁临床检查表点从平均值5(SD1.5)增加到8.3(SD0.8)(均P<.001)。在6个月的随访中,多项选择题的分数,信心矩阵,和方案清单都保持不变,除了护士亚组的多项选择题得分(P=0.005)。
■在越南2家当地医院开展的PTC课程成功地证明了ED医护人员在3级知识管理方面的改进。信心矩阵和方案清单的改进在课程结束后至少保持了6个月。PTC课程应有效地提供和维持越南等其他低收入国家的知识和创伤护理实践的改进。
UNASSIGNED: The Primary Trauma Care (PTC) course was originally developed to instruct health care workers in the management of patients with severe injuries in low- and middle-income countries (LMICs) with limited medical resources. PTC has now been taught for more than 25 years. Many studies have demonstrated that the 2-day PTC
workshop is useful and informative to frontline health staff and has helped improve knowledge and confidence in trauma management; however, there is little evidence of the effect of the course on changes in clinical practice. The Kirkpatrick model (KM) and the knowledge, attitude, and practice (KAP) model are effective methods to evaluate this question.
UNASSIGNED: The aim of this study was to investigate how the 2-day PTC course impacts the satisfaction, knowledge, and skills of health care workers in 2 Vietnamese hospitals using a conceptual framework incorporating the KAP model and the 4-level KM as evaluation tools.
UNASSIGNED: The PTC course was delivered over 2 days in the emergency departments (EDs) of Thanh Hoa and Ninh Binh hospitals in February and March 2022, respectively. This study followed a prospective pre- and postintervention design. We used validated instruments to assess the participants\' satisfaction, knowledge, and skills before, immediately after, and 6 months after course delivery. The Fisher exact test and the Wilcoxon matched-pairs signed rank test were used to compare the percentages and mean scores at the pretest, posttest, and 6-month postcourse follow-up time points among course participants.
UNASSIGNED: A total of 80 health care staff members attended the 2-day PTC course and nearly 100% of the participants were satisfied with the course. At level 2 of the KM (knowledge), the scores on multiple-choice questions and the confidence matrix improved significantly from 60% to 77% and from 59% to 71%, respectively (P<.001), and these improvements were seen in both subgroups (nurses and doctors). The focus of level 3 was on practice, demonstrating a significant incremental change, with scenarios checklist points increasing from a mean of 5.9 (SD 1.9) to 9.0 (SD 0.9) and bedside clinical checklist points increasing from a mean of 5 (SD 1.5) to 8.3 (SD 0.8) (both P<.001). At the 6-month follow-up, the scores for multiple-choice questions, the confidence matrix, and scenarios checklist all remained unchanged, except for the multiple-choice question score in the nurse subgroup (P=.005).
UNASSIGNED: The PTC course undertaken in 2 local hospitals in Vietnam was successful in demonstrating improvements at 3 levels of the KM for ED health care staff. The improvements in the confidence matrix and scenarios checklist were maintained for at least 6 months after the course. PTC courses should be effective in providing and sustaining improvement in knowledge and trauma care practice in other LMICs such as Vietnam.