Rassool G Hussein, Rawaf Salman
Visiting Professor of Addiction and Mental Health, Departamento de Enfermagem Psiquiatrica e Ciencias Humanas da Universidade de Sao Paulo - EERP, USP, Centro Colaborador da OMS, para o Desenvolvimento da Pesquisa em Enfermagem, Laboratorio de Pesquisa em Alcool e Drogas, Ribeirâo Preto, Sao Paulo, Brazil; Federal Universidade de Minas Gerais, Brazil.
Professor and Director of Public Health, Wandsworth Primary Care Trust, London, UK.
Nurse Educ Today. 2008 Aug;28(6):691-701. doi: 10.1016/j.nedt.2007.11.005. Epub 2007 Dec 31.
This paper reports a study which aimed to evaluate the impact of an educational programme on alcohol and drug on knowledge acquisition, changes in attitude and intervention confidence skills of undergraduate nursing students and identify the influence of selected demographic variables on educational outcomes. Despite the high levels of morbidity and mortality resulting from substance misuse, few nurses have been adequately prepared to respond effectively. There remains a dearth of evidence on the educational interventions in alcohol and drug with undergraduate nursing students and this study intends to add a body of knowledge to this field. A quasi-experimental, pre-post-test design was used using with a purposive sample of four cohorts of undergraduate nursing students (n=110) in England. Pre-tests and post-tests after the educational intervention on alcohol and drug were administered to measure the educational outcomes. The data was collected between March 2002 and September 2003. The results showed the educational intervention on alcohol and drug had a significant impact on educational outcomes. There were significant differences between the pre-test and post-test knowledge mean score (t=-.4.61, d.f.=109, p=0.000), attitude (t=-2.36, d.f.=109, p=0.02) and intervention confidence skills (t=-9.75, d.f.=109, p=0.000). Within the multi-layered hypothesis, the results indicate that only ethnicity was found to have a significant influence on both knowledge acquisition (F(2,106)=6.59, p=0.002) and intervention confidence skills (F(2,106)=15.0, p=0.000). The study provides some evidence that a short intensive educational programme on alcohol and drug can be effective in improving educational outcomes. Further research should be undertaken with undergraduate nurses specialising in different branch of nursing.
本文报告了一项研究，其旨在评估一项关于酒精和毒品的教育计划对本科护理专业学生知识获取、态度改变以及干预信心技能的影响，并确定所选人口统计学变量对教育成果的影响。尽管药物滥用导致了高发病率和高死亡率，但很少有护士做好了有效应对的充分准备。关于针对本科护理专业学生进行酒精和毒品教育干预的证据仍然匮乏，而本研究旨在为该领域增添一批知识。采用了准实验、前后测试设计，样本为英格兰四个本科护理专业学生队列（n = 110）的有目的抽样。在进行酒精和毒品教育干预前后分别进行前测和后测，以衡量教育成果。数据收集于2002年3月至2003年9月之间。结果表明，酒精和毒品教育干预对教育成果有显著影响。前测和后测的知识平均得分（t = -4.61，自由度 = 109，p = 0.000）、态度（t = -2.36，自由度 = 109，p = 0.02）和干预信心技能（t = -9.75，自由度 = 109，p = 0.000）之间存在显著差异。在多层假设中，结果表明只有种族被发现对知识获取（F(2,106) = 6.59，p = 0.002）和干预信心技能（F(2,106) = 15.0，p = 0.000）均有显著影响。该研究提供了一些证据，表明一项关于酒精和毒品的短期强化教育计划可以有效改善教育成果。应针对专门从事不同护理分支的本科护士开展进一步研究。
