Breitenstein Susan M, Gross Deborah, Christophersen Rebecca
Breitenstein, Assistant Professor, Rush University College of Nursing, and Robert Wood Johnson Foundation Nurse Faculty Scholar, Chicago, IL, USA.
Worldviews Evid Based Nurs. 2014 Jun;11(3):168-76. doi: 10.1111/wvn.12040. Epub 2014 May 19.
Alternative delivery methods to implement evidence-based parent training programs are emerging to address barriers related to parent attendance in face-to-face administration. The purpose of this systematic review is to summarize and critically evaluate the research on the use of technology and digital delivery methods for parenting training and offer recommendations for advancing the science and practice of parent training using digital delivery methods.
A systematic review was conducted using PubMed, PsychInfo, CINAHL, Scopus database, and ERIC to identify articles published between 2000 and 2012 reporting studies using digital methods to deliver parent training. Eleven studies were included in the review and were analyzed related to the digital delivery methods used, participant rates of intervention completion (dose), and the efficacy for improving parent and child outcomes.
The final sample of papers (n = 11) represent seven parent training interventions and nine digital delivery methods. Six of the nine used the Internet as the primary delivery method. The proportion of digitally delivered content completion ranged from 41.7% to 99.2%. Of the studies (n = 4) that reported behavioral outcomes of the interventions, the average effect size (Cohen's d) for child outcomes was .61 and for parent outcomes .46.
Findings from this review indicate that the use of technology and digital delivery is a growing and emerging method of delivering parent training interventions with high potential for increasing reach and sustainability as we implement interventions in real world settings. Gaps in the studies reviewed highlight the need for consistency of dose calculations using digital methods, more research related to efficacy and comparative effectiveness studies of delivery methods.
为应对与家长参加面对面培训相关的障碍,实施循证家长培训项目的替代交付方式正在兴起。本系统评价的目的是总结并批判性评估关于使用技术和数字交付方式进行育儿培训的研究,并为推进使用数字交付方式的家长培训科学与实践提供建议。
使用PubMed、PsychInfo、CINAHL、Scopus数据库和ERIC进行系统评价,以识别2000年至2012年期间发表的报告使用数字方法进行家长培训研究的文章。11项研究纳入评价,并分析了所使用的数字交付方式、干预完成的参与者比例(剂量)以及改善家长和儿童结局的效果。
最终的论文样本(n = 11)代表7种家长培训干预措施和9种数字交付方式。9种方式中有6种以互联网作为主要交付方式。数字交付内容的完成比例在41.7%至99.2%之间。在报告干预行为结局的研究(n = 4)中,儿童结局的平均效应量(科恩d值)为0.61,家长结局为0.46。
本评价结果表明,随着我们在现实环境中实施干预措施,使用技术和数字交付是一种不断发展且新兴的家长培训干预交付方式,具有扩大覆盖面和可持续性的巨大潜力。所评价研究中的差距凸显了使用数字方法进行剂量计算的一致性的必要性,以及更多与交付方式的有效性和比较效果研究相关的研究。