Levin-Decanini Tal, Miller Elizabeth, Houtrow Amy, Kreashko Lisa, Cassidy Brenda
University of Pittsburgh School of Nursing, University of Pittsburgh, Pittsburgh, PA, USA.
Children's Hospital of Pittsburgh of UPMC, Pittsburgh, PA, USA.
J Pediatr Rehabil Med. 2019;12(4):339-343. doi: 10.3233/PRM-180547.
Intimate partner violence (IPV) prevention among adolescent patients with disability is needed, yet rarely discussed in the clinical setting. This study evaluated the feasibility of implementing a brief educational training based on an evidence-based IPV intervention in a pediatric spina bifida clinic. Frequency of IPV discussion was assessed through evaluation of patient feedback and provider surveys.
Adolescent patients with spina bifida aged 12-21 completed after visit surveys before (N= 13) and after the provider training (N= 21). Primary outcomes included frequency of provider discussion about IPV and receipt of patient safety cards. Chi-square tests compared patient feedback prior to and two months following the education session. Provider knowledge and attitude changes were assessed with pre-post surveys.
More patients discussed IPV with providers following the education session compared to baseline (p= 0.03). Provider feedback, both immediately and at two months after the education session showed increased awareness of IPV, comfort with assessment, disclosure, and referral to resources.
The educational intervention increased provider comfort with addressing IPV within a specialty clinical setting. The frequency of IPV communication significantly increased as compared to baseline, patients reported the discussions were beneficial, and providers reported greater comfort discussing IPV and referring patients to resources.
残疾青少年患者需要预防亲密伴侣暴力（IPV），但在临床环境中很少被讨论。本研究评估了在儿科脊柱裂诊所基于循证IPV干预措施开展简短教育培训的可行性。通过评估患者反馈和提供者调查来评估IPV讨论的频率。
12至21岁的脊柱裂青少年患者在提供者培训前（N = 13）和培训后（N = 21）完成访后调查。主要结果包括提供者关于IPV讨论的频率以及患者安全卡的发放情况。卡方检验比较了教育课程前和课程后两个月的患者反馈。通过前后调查评估提供者的知识和态度变化。
与基线相比，教育课程后更多患者与提供者讨论了IPV（p = 0.03）。教育课程后立即以及两个月后的提供者反馈显示，对IPV的认识有所提高，在评估、披露和转介资源方面更加自如。
教育干预提高了提供者在专科临床环境中处理IPV的舒适度。与基线相比，IPV沟通的频率显著增加，患者报告讨论有益，提供者报告在讨论IPV和将患者转介至资源方面更加自如。
