Stolee Paul, McAiney Carrie A, Hillier Loretta M, Harris Diane, Hamilton Pam, Kessler Linda, Madsen Victoria, Le Clair J Kenneth
Department of Health Studies and Gerontology, University of Waterloo, Waterloo, Ontario, Canada.
Gerontol Geriatr Educ. 2009;30(1):1-20. doi: 10.1080/02701960802690233.
This article explores facilitators and barriers to the impact and sustainability of a learning initiative to increase capacity of long-term care (LTC) homes to manage the mental health needs of older persons, through development of in-house Psychogeriatric Resource Persons (PRPs). Twenty interviews were conducted with LTC staff. Management support, particularly designation of time for PRP activities, development of PRP teams, and supportive learning strategies were significant factors affecting sustained knowledge transfer. Continuing education that is provided and evaluated on an ongoing basis, secures management commitment, is integrated within a broader system strategy, and provides on-the-job support has the greatest potential to affect care.
本文探讨了一项学习倡议的促进因素和障碍，该倡议旨在通过培养内部老年精神科资源人员（PRP），提高长期护理（LTC）机构管理老年人心理健康需求的能力。对LTC工作人员进行了20次访谈。管理支持，特别是为PRP活动指定时间、组建PRP团队以及支持性学习策略，是影响持续知识转移的重要因素。持续提供并持续评估的继续教育，能确保管理层的承诺，融入更广泛的系统战略，并提供在职支持，具有影响护理的最大潜力。
