高危新生儿急救护理（ACoRN）：在中国某地区对该项目进行的定量和定性教育评估。
Acute Care of At-Risk Newborns (ACoRN): quantitative and qualitative educational evaluation of the program in a region of China.
机构信息
Faculty of Medicine, University of Calgary, Calgary, AB, Canada.
出版信息
BMC Med Educ. 2012 Jun 20;12:44. doi: 10.1186/1472-6920-12-44.
BACKGROUND
The Acute Care of at-Risk Newborns (ACoRN) program was developed in Canada for trained health care providers for the identification and management of newborns who are at-risk and/or become unwell in the first few hours or days after birth. The ACoRN process follows an 8-step framework that enables the evaluation and management of babies irrespective of the experience or expertise of the caregiving individual or team. This study assesses the applicability of the program to Chinese pediatric practitioners.
METHODS
Course content and educational materials were translated from English into Chinese by bilingual neonatal practitioners. Confidence and knowledge questionnaires were developed and reviewed for face and content validity by a team of ACoRN instructors. Bilingual Chinese instructors were trained at the tertiary perinatal centre in Hangzhou Zhejiang to deliver the course at 15 level II county hospitals. Participants completed pre- and post-course confidence and knowledge questionnaires and provided feedback through post-course focus groups.
RESULTS
216 physicians and nurses were trained. Confidence and knowledge relating to neonatal stabilization improved significantly following the courses. Participants rated course utility and function between 4.2 and 4.6/5 on all items. Pre/post measures of confidence were significantly correlated with post course knowledge. Focus group data supported the perceived value of the program and recommended course adjustments to include pre-course reading, and increased content related to simulation, communication skills, and management of respiratory illness and jaundice.
CONCLUSIONS
ACoRN, a Canadian educational program, appears to be well received by Chinese health care providers and results in improved knowledge and confidence. International program adaptation for use by health care professionals requires structured and systematic evaluation to ensure that the program meets the needs of learners, reflects their learning styles, and can be applied in their setting.
背景
急性高危新生儿护理（ACoRN）计划在加拿大为接受过培训的医疗保健提供者开发，用于识别和管理在出生后最初几小时或几天内有风险和/或身体不适的新生儿。ACoRN 流程遵循 8 步框架，可在不考虑护理人员个人或团队经验或专业知识的情况下对婴儿进行评估和管理。本研究评估了该计划对中国儿科医生的适用性。
方法
课程内容和教育材料由双语新生儿从业者从英文翻译成中文。信心和知识问卷由 ACoRN 讲师团队进行了表面有效性和内容有效性的评估。双语中文讲师在浙江杭州的三级围产中心接受培训，以便在 15 家二级县医院开设课程。参与者在课前和课后完成信心和知识问卷，并通过课后焦点小组提供反馈。
结果
培训了 216 名医生和护士。课程结束后，新生儿稳定方面的信心和知识明显提高。参与者对课程的实用性和功能在所有项目上的评分均为 4.2 到 4.6/5。课前/课后的信心测量与课后知识呈显著相关。焦点小组数据支持该计划的价值，并建议调整课程，包括课前阅读，增加与模拟、沟通技巧以及呼吸道疾病和黄疸管理相关的内容。
结论
ACoRN 是一个加拿大的教育项目，似乎受到中国医疗保健提供者的欢迎，并能提高知识和信心。国际项目的改编，供医疗保健专业人员使用，需要进行结构化和系统的评估，以确保该项目满足学习者的需求，反映他们的学习风格，并可在其环境中应用。
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