Hotham S, Hamilton-West K E, Hutton E, King A, Abbott N
Centre for Health Services Studies, University of Kent, Canterbury, UK.
School of Allied Health Professions, Canterbury Christ Church University, Canterbury, UK.
Child Care Health Dev. 2017 Sep;43(5):743-751. doi: 10.1111/cch.12444. Epub 2017 Mar 5.
Parents and school staff lack knowledge and confidence when providing postural care to physically disabled children. This can act as a barrier to the successful implementation of therapy. To address this problem, we developed a novel training programme to improve knowledge and confidence in providing postural care and evaluate the impact of the training programme in parents and school staff.
The postural care training programme included three elements: a 2-h interactive workshop facilitated by physiotherapists and occupational therapists, a follow-up home/school visit and a follow-up telephone call. The Understanding, Knowledge and Confidence in Providing Postural Care for Children with Disabilities questionnaire was utilized to evaluate the impact and includes subscales assessing knowledge and understanding, concerns and confidence in providing postural care. The Understanding, Knowledge and Confidence in Providing Postural Care for Children with Disabilities questionnaire was completed at baseline and 6 weeks later. The training programme was delivered to N = 75 parents and school staff. Of these, N = 65 completed both baseline and follow-up measures and were used in the data analysis. Participants and therapists were also invited to provide further feedback on the overall training programme via interviews and focus groups.
Paired samples t-tests were used to determine statistically significant differences between baseline and follow-up scores for each of the three subscales. Mean levels of understanding and knowledge and confidence improved (P < 0.001), while concerns decreased (P < 0.001). Qualitative data were collected via interviews and group discussions providing an in-depth perspective on how participants experienced change.
Results suggest improvement in knowledge, understanding and confidence in parents and school staff that care for children with significant physical postural care impairments.
在为身体残疾儿童提供姿势护理时，家长和学校工作人员缺乏相关知识和信心。这可能成为成功实施治疗的障碍。为解决这一问题，我们开发了一项新颖的培训计划，以提高在提供姿势护理方面的知识和信心，并评估该培训计划对家长和学校工作人员的影响。
姿势护理培训计划包括三个部分：由物理治疗师和职业治疗师主持的为时2小时的互动研讨会、后续的家访/校访以及后续的电话随访。使用《残疾儿童姿势护理的理解、知识和信心问卷》来评估其影响，该问卷包括评估知识与理解、提供姿势护理时的担忧以及信心的子量表。在基线时和6周后完成《残疾儿童姿势护理的理解、知识和信心问卷》。培训计划面向N = 75名家长和学校工作人员开展。其中，N = 65人完成了基线和随访测量，并用于数据分析。还邀请参与者和治疗师通过访谈和焦点小组对整个培训计划提供进一步反馈。
采用配对样本t检验来确定三个子量表各自的基线和随访分数之间的统计学显著差异。理解、知识和信心的平均水平有所提高（P < 0.001），而担忧有所减少（P < 0.001）。通过访谈和小组讨论收集定性数据，深入了解参与者如何经历变化。
结果表明，在照顾有严重身体姿势护理障碍儿童的家长和学校工作人员中，知识、理解和信心有所改善。
