Martin Mary-Lou, Jensen Elsabeth, Coatsworth-Puspoky Robin, Forchuk Cheryl, Lysiak-Globe Tanya, Beal Georgiana
St. Joseph's Healthcare Hamilton/McMaster University, Hamilton, Ontario, Canada.
Arch Psychiatr Nurs. 2007 Apr;21(2):101-11. doi: 10.1016/j.apnu.2006.11.004.
The purpose of this Canadian qualitative study was to explore the experiences of clinical staff who implemented a research intervention: the Transitional Discharge Model (TDM). The TDM provided mental health clients who were hospitalized with peer support and an inpatient staff member to bridge the therapeutic transitioning from hospital staff to the community care provider. Staff from three tertiary care mental health facilities in Canada identified their learning needs in regard to providing the intervention. An educational program was developed and delivered to the clinical staff to support and facilitate the implementation of the new TDM. The extent of the utilization of knowledge and implementation of the TDM varied across the three tertiary care mental health facilities. Focus groups (N=49) with clinical staff were conducted to explore various factors related to the training process as well as the challenges and benefits of implementing the TDM. Data were analyzed using Leininger's Phases of Ethnonursing Qualitative Data Analysis [Leininger, M. (2002). The theory of culture care and the ethnonursing research method. In M. Leininger & M. McFarland (eds.), Transcultural nursing: Concepts, theories, research, and practice (3rd ed.). New York: McGraw-Hill]. Findings revealed that clinical staff experienced challenges in roles and responsibilities, relationships with others, values and beliefs of clients, staff and community, resources, and the processes of care. From the findings, strategies were identified to support the integration of knowledge about the TDM into practice and to increase clinical staff's skills in implementing research interventions. These included support from others, as well as support of practice, policy, and education.
这项加拿大定性研究的目的是探索实施一项研究干预措施——过渡出院模式（TDM）的临床工作人员的经历。TDM为住院的心理健康服务对象提供同伴支持以及一名住院部工作人员，以搭建从医院工作人员到社区护理提供者的治疗过渡桥梁。加拿大三家三级心理健康机构的工作人员确定了他们在提供该干预措施方面的学习需求。开发了一个教育项目并提供给临床工作人员，以支持和促进新TDM的实施。在这三家三级心理健康机构中，TDM的知识利用程度和实施情况各不相同。对临床工作人员进行了焦点小组访谈（N = 49），以探讨与培训过程相关的各种因素以及实施TDM的挑战和益处。使用莱宁格的民族护理学定性数据分析阶段方法对数据进行了分析[莱宁格，M.（2002年）。文化照护理论与民族护理学研究方法。载于M.莱宁格和M.麦克法兰（编），《跨文化护理：概念、理论、研究与实践》（第3版）。纽约：麦格劳-希尔]。研究结果表明，临床工作人员在角色和职责、与他人的关系、服务对象、工作人员和社区的价值观和信念、资源以及护理过程等方面遇到了挑战。根据研究结果，确定了一些策略，以支持将关于TDM的知识融入实践，并提高临床工作人员实施研究干预措施的技能。这些策略包括他人的支持以及对实践、政策和教育的支持。
