Center for Children with Special Needs, Floating Hospital at Tufts Medical Center, Boston, MA.
The Kelberman Center, Utica, NY.
J Dev Behav Pediatr. 2018 Jun;39(5):358-364. doi: 10.1097/DBP.0000000000000580.
To evaluate the effectiveness of a multimodal educational curriculum on increasing hospital personnel's awareness of successful strategies and comfort in caring for children with autism spectrum disorder (ASD).
We developed a 3-part training for front-line staff (i.e., front desk, clinical assistants, and phlebotomists) in 8 outpatient hospital departments frequented by patients with ASD. Following a needs assessment, participants completed an online educational module and then attended an in-person seminar tailored to each department. To evaluate training effectiveness, we administered pre-, immediate post-, and 1 month post-training surveys assessing personnel attitudes, comfort, perceived knowledge, and behaviors around caring for patients with ASD.
We trained 168 staff members from 8 departments. On the needs assessment, participants (N = 129) reported a mean 2.5 behavioral incidents involving patients with ASD over the previous 3 months; 92% believed that the training would be helpful for their work. Across pre-, immediate- and 1-month post-training surveys, scores improved on all questions related to personnel attitudes about the importance of ASD-friendly care, comfort interacting with patients with ASD, perceived knowledge about ASD, and self-reported frequency of behaviors intended to help children with ASD adjust to the hospital setting (p < 0.05). There was no difference in baseline scores or change in scores between clinical and nonclinical personnel. On a program evaluation (N = 57), 81% rated the training as "very good" or "excellent," and 87% reported that they would be able to apply training material immediately to their role.
This training initiative led to improvement in attitudes, comfort level, perceived knowledge, and self-reported behaviors of hospital personnel working with patients with ASD, which was maintained over 1 month.
评估多模式教育课程对提高医院工作人员对自闭症谱系障碍（ASD）患儿成功治疗策略的意识和护理舒适度的有效性。
我们为 8 个经常有 ASD 患者就诊的门诊医院部门的一线工作人员（即前台、临床助理和采血员）制定了 3 部分培训。在需求评估后，参与者完成了在线教育模块，然后参加了针对每个部门量身定制的面对面研讨会。为了评估培训效果，我们在培训前、即时后和 1 个月后进行了调查，评估人员的态度、舒适度、感知知识和照顾 ASD 患者的行为。
我们培训了 8 个部门的 168 名工作人员。在需求评估中，参与者（N=129）报告在过去 3 个月中平均发生了 2.5 起涉及 ASD 患者的行为事件；92%的人认为培训对他们的工作有帮助。在培训前、即时后和 1 个月后的调查中，所有与工作人员对 ASD 友好护理重要性的态度、与 ASD 患者互动的舒适度、对 ASD 的感知知识以及自我报告的旨在帮助 ASD 儿童适应医院环境的行为频率相关的问题的得分均有所提高（p<0.05）。临床和非临床人员的基线分数或分数变化没有差异。在方案评估（N=57）中，81%的人将培训评为“非常好”或“优秀”，87%的人表示他们将能够立即将培训材料应用于他们的角色。
这项培训计划提高了与 ASD 患者一起工作的医院工作人员的态度、舒适度、感知知识和自我报告的行为，这种效果在 1 个月后仍然保持。
