Barbosa Ana, Nolan Mike, Sousa Liliana, Figueiredo Daniela
University of Aveiro, Portugal.
University of Sheffield, UK.
Dementia (London). 2017 Feb;16(2):192-203. doi: 10.1177/1471301215585667. Epub 2016 Jul 26.
This study assessed the effects of a psycho-educational intervention on direct care workers' person-centredness during morning care to residents with dementia. A controlled pretest-posttest study was conducted in four aged-care facilities with 56 direct care workers (female, mean age 44.72 ± 9.02). Two experimental facilities received a psycho-educational intervention comprising person-centred care competences and stress management skills; control facilities received an education-only intervention, without stress support. In total, 112 video-recorded morning care sessions were coded using the Global Behaviour Scale. Both groups reported significantly higher scores on eight of 11 items of the Global Behaviour Scale and on the Global Behaviour Scale total score at posttest (F=10.59; p=0.02). Global Behaviour Scale total score improvements were higher for the experimental group, with values close to significance (F=3.90; p=0.054). The findings suggest that a psycho-educational intervention may increase care workers' person-centredness. Further research is needed to explore the long-term sustainability and extent of its benefits on workers and residents.
本研究评估了一项心理教育干预措施对痴呆症患者晨间护理期间直接护理人员以患者为中心程度的影响。在四家老年护理机构对56名直接护理人员（女性，平均年龄44.72±9.02）进行了一项对照前测-后测研究。两家实验机构接受了一项心理教育干预，内容包括以患者为中心的护理能力和压力管理技能；对照机构接受了仅包含教育内容的干预，没有压力支持。总共使用全球行为量表对112次晨间护理视频记录进行了编码。两组在全球行为量表11项中的8项以及后测时的全球行为量表总分上均报告了显著更高的分数（F=10.59；p=0.02）。实验组全球行为量表总分的改善更高，数值接近显著性水平（F=3.90；p=0.054）。研究结果表明，心理教育干预可能会提高护理人员的以患者为中心程度。需要进一步研究以探讨其对工作人员和患者益处的长期可持续性和程度。
