Stolee Paul, Esbaugh Jacquelin, Aylward Sandra, Cathers Tamzin, Harvey David P, Hillier Loretta M, Keat Nancy, Feightner John W
Southwestern Ontario Regional Geriatric Program, c/o St. Joseph's Health Care London, 801 Commissioners Road East, London, Ontario N6C 5J1, Canada.
Gerontologist. 2005 Jun;45(3):399-409. doi: 10.1093/geront/45.3.399.
This article examines factors within the long-term-care work environment that impact the effectiveness of continuing education.
In Study 1, focus group interviews were conducted with staff and management from urban and rural long-term-care facilities in southwestern Ontario to identify their perceptions of the workplace factors that affect transfer of learning into practice. Thirty-five people were interviewed across six focus groups. In Study 2, a Delphi technique was used to refine our list of factors. Consensus was achieved in two survey rounds involving 30 and 27 participants, respectively.
Management support was identified as the most important factor impacting the effectiveness of continuing education. Other factors included resources (staff, funding, space) and the need for ongoing expert support.
Organizational support is necessary for continuing education programs to be effective and ongoing expert support is needed to enable and reinforce learning.
本文探讨长期护理工作环境中影响继续教育效果的因素。
在研究1中，对安大略省西南部城市和农村长期护理机构的工作人员和管理人员进行了焦点小组访谈，以确定他们对影响学习转化为实践的工作场所因素的看法。六个焦点小组共访谈了35人。在研究2中，采用德尔菲技术完善我们的因素清单。在分别涉及30名和27名参与者的两轮调查中达成了共识。
管理支持被确定为影响继续教育效果的最重要因素。其他因素包括资源（人员、资金、空间）以及对持续专家支持的需求。
组织支持对于继续教育项目的有效性是必要的，并且需要持续的专家支持来促进和强化学习。
