背景:突破系列模型使用学习课程(LS)来促进教育,医疗保健领域的专业发展和质量改进(QI)。员工在先验知识方面存在分歧,以前的经验,偏好和动机使选择在LS中使用哪种教学策略成为一个挑战。
目标:我们旨在评估新的主动学习策略:两个教育游戏,纸牌游戏和逃生室类型的游戏,用于医疗保健相关感染预防培训。
方法:本描述性案例研究评估了在巴西重症监护病房(ICU)减少医疗保健相关感染的协作期间教育策略的表现。自愿向LS活动的所有参与者提供干预后调查。
结果:在2022年10月至12月期间举行了7次为期2天的区域LS(成人ICU为6次,儿科/新生儿ICU为1次)。在参加全国QI倡议的194家机构中,193人(99.4%)参加了这些活动,共有850名医疗保健专业人员。从这些,641名参与者回答了调查(75.4%)。干预后调查显示,参与者对教育活动反应积极。
结论:参与者积极地看待各种教学策略,这表明了广泛和多样化的教育方法的价值,根据本地设置定制,包括基于游戏的活动,加强医疗保健专业人员的学习。
BACKGROUND: The Breakthrough Series model uses learning sessions (LS) to promote education, professional development and quality improvement (QI) in healthcare. Staff divergences regarding prior knowledge, previous experience, preferences and motivations make selecting which pedagogic strategies to use in LS a challenge.
OBJECTIVE: We aimed to assess new active-learning strategies: two educational games, a card game and an escape room-type game, for training in healthcare-associated infection prevention.
METHODS: This descriptive case study evaluated the performance of educational strategies during a Collaborative to reduce healthcare-associated infections in Brazilian intensive care units (ICUs). A post-intervention survey was voluntarily offered to all participants in LS activities.
RESULTS: Seven regional 2-day LS were held between October and December 2022 (six for adult ICUs and one for paediatric/neonatal ICUs). Of 194 institutions participating in a nationwide QI initiative, 193 (99.4%) participated in these activities, totalling 850 healthcare professionals. From these, 641 participants responded to the survey (75.4%). The post-intervention survey showed that the participants responded positively to the educational activities.
CONCLUSIONS: The participants perceived the various pedagogical strategies positively, which shows the value of a broad and diverse educational approach, customised to local settings and including game-based activities, to enhance learning among healthcare professionals.