Zinman Alana, Digout Nicole, Bain Patricia, Haycock Sylvia, Hébert Debbie, Hitzig Sander L
Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto, Toronto, ON, Canada M5G 1V7.
Lyndhurst Centre, Toronto Rehabilitation Institute, University Health Network, Toronto, ON, Canada M4G 3V9.
Rehabil Res Pract. 2014;2014:989025. doi: 10.1155/2014/989025. Epub 2014 Dec 9.
Objective. To evaluate the effectiveness of a community reintegration outpatient (CROP) service for promoting well-being and community participation following spinal cord injury (SCI). Participants. Community-dwelling adults (N = 14) with traumatic and nontraumatic SCI. Interventions. The CROP service is a 12-week (1 × week; 120 minutes) interprofessional closed therapeutic education service. Main Outcome Measure(s). Moorong Self-Efficacy Scale (MSES); Impact on Participation and Autonomy (IPA); Positive Affect and Negative Affect Scale (PANAS); Coping Inventory of Stressful Situations (CISS); World Health Organization Quality of Life (WHOQOL-BREF); semistructured qualitative interviews. Methods. Twenty-one participants were recruited from two subsequent CROP services, with only 14 persons completing all data assessments. Data were collected at baseline (week 0), at exit (week 12), and at a three-month follow-up. Semistructured interviews were conducted at exit. Results. Self-efficacy (MSES) and positive affect (PANAS) improved from baseline to exit (P < .05), but the changes were not maintained at follow-up. Qualitative analysis identified four major themes related to therapeutic benefits: (1) role of self; (2) knowledge acquisition; (3) skill application; and (4) group processes. Conclusions. Participation in a therapeutic education service has the potential to improve well-being in persons with SCI, but there is a need to identify strategies to maintain long-term gains.
目的。评估社区重返门诊(CROP)服务对促进脊髓损伤(SCI)后幸福感和社区参与度的有效性。参与者。社区居住的成年创伤性和非创伤性SCI患者(N = 14)。干预措施。CROP服务是一项为期12周(每周1次;每次120分钟)的跨专业封闭式治疗性教育服务。主要结局指标。穆龙自我效能量表(MSES);参与和自主影响量表(IPA);积极情感和消极情感量表(PANAS);应激情境应对量表(CISS);世界卫生组织生活质量量表(WHOQOL-BREF);半结构化定性访谈。方法。从两个连续的CROP服务中招募了21名参与者,只有14人完成了所有数据评估。在基线(第0周)、结束时(第12周)和三个月随访时收集数据。在结束时进行半结构化访谈。结果。自我效能感(MSES)和积极情感(PANAS)从基线到结束时有所改善(P < .05),但这些变化在随访时未得到维持。定性分析确定了与治疗益处相关的四个主要主题:(1)自我角色;(2)知识获取;(3)技能应用;(4)小组过程。结论。参与治疗性教育服务有可能改善SCI患者的幸福感,但需要确定维持长期收益的策略。