背景:四分之一的学龄儿童有慢性健康状况,其中约6%患有多种慢性健康状况。这些学生在上课时间内面临个人健康紧急情况的风险较高。虽然教师接受在线培训以协助这些紧急情况,他们缺乏用救护药物练习。
方法:我们开发了一个质量改进(QI)计划,该计划有a)现场演示;b)动手研讨会,练习使用急救药物治疗过敏,哮喘,癫痫发作,和糖尿病;c)有急救指南的传单;和d)基于网络的参考工具包。使用学习自我效能感量表和知识问卷以及干预前后的调查来测量教师的信心和知识。我们还使用救援药物评估了他们的临床技能。
结果:129名教师参加了这个QI项目。我们收集了95项前期调查和81项后期调查,47匹配。我们看到信心在统计上显著增加,以及在个体认知中,情感,和精神运动领域。教师也增加了他们的整体知识。同样,开发了其他地区范围的改进。
结论:这是基于证据的,动手QI计划为教师提供了将临床技能付诸实践的机会,增加他们的信心,以帮助学生遇到个人的健康紧急情况。此外,实施了超出该QI计划主要目标的更改,强调注册护士作为公共卫生倡导者的主导作用。
■外行人受益于实践培训,学习临床技能。该计划是改善学校卫生紧急情况准备的基础。
BACKGROUND: One in four school-age children has a chronic health condition, with approximately 6% of them having multiple chronic health conditions. These students are at an elevated risk of individual health emergencies during school hours. While teachers receive online training to assist in these emergencies, they lack practicing with rescue medications.
METHODS: We developed a Quality Improvement (QI) program that had a) a live presentation; b) a hands-on workshop to practice using rescue medications for allergies, asthma, seizures, and diabetes; c) fliers with first-aid guidelines; and d) a web-based reference toolkit. Teachers\' confidence and knowledge were measured using the Learning Self-Efficacy Scale and a knowledge questionnaire with a pre- and post-intervention survey. We also assessed their clinical skills using the rescue medications.
RESULTS: 129 teachers took part in this QI program. We collected 95 pre- and 81 post-surveys, with 47 matched. We saw statistically significant increases in confidence, as well as in the individual cognitive, affective, and psychomotor domains. Teachers also increased their overall knowledge. Collaterally, other district-wide improvements developed.
CONCLUSIONS: This evidence-based, hands-on QI program provided teachers the opportunity to put into practice clinical skills, increasing their confidence to help students when experiencing an individual health emergency. Furthermore, changes beyond the primary goal of this QI program were implemented, highlighting the lead role of the registered nurse as the public health advocate.
UNASSIGNED: Laypeople benefit from hands-on training to learn clinical skills. This program serves as a basis for improving health emergencies preparedness in schools.