The Ohio State University Nisonger Center, USA.
The Ohio State University Nisonger Center, USA.
Disabil Health J. 2021 Apr;14(2):100989. doi: 10.1016/j.dhjo.2020.100989. Epub 2020 Sep 11.
Health care providers are unprepared to meet the health needs of patients who have disabilities. Disability training is needed, yet there is little agreement about what should be taught.
Establish a national consensus on what healthcare providers across disciplines need to know to provide quality care to patients with all types of disabilities (e.g., mobility, sensory, developmental, mental health).
People with disabilities, disability advocates, family members of people with disabilities, disability and health professionals, and inter-disciplinary health educators systematically evaluated and provided feedback on a draft set of disability competencies. Based on this feedback, competencies were iteratively refined.
After two waves of feedback, six competencies, 49 sub-competencies, and 10 principles and values emerged that addressed topics such as respect, person-centered care, and awareness of physical, attitudinal, and communication health care barriers. An overwhelming majority (89%) agreed or strongly agreed that the disability competencies reflected the core understandings needed to provide quality care for patients with disabilities, were relevant across disability types (85%), and across health care disciplines (96%). Averaging evaluative feedback across competencies, participants reported that the competencies were important (98%) and clear (96%).
This consensus on what to teach is an important milestone in preparing a disability competent health care workforce. Future directions for research, training, and policy are discussed. When disability is included in health care education, the health care workforce will be prepared to deliver accessible, patient-centered, quality health care to patients with disabilities.
医疗保健提供者对满足残疾患者的健康需求准备不足。需要进行残疾培训，但对于应该教授什么内容却没有达成共识。
就跨学科医疗保健提供者为各种类型的残疾患者（例如，行动、感官、发育、心理健康）提供优质护理所需的知识达成全国共识。
残疾人士、残疾倡导者、残疾人士的家庭成员、残疾和健康专业人员以及跨学科健康教育者系统地评估并为一份残疾能力草案提供反馈。根据这些反馈，对能力进行了迭代改进。
经过两轮反馈，出现了六项能力、49 个子能力和 10 项原则和价值观，涉及尊重、以患者为中心的护理以及对物理、态度和沟通医疗保健障碍的认识等主题。绝大多数（89%）人同意或强烈同意，这些残疾能力反映了为残疾患者提供优质护理所需的核心理解，与各种残疾类型（85%）和各种医疗保健学科（96%）相关。参与者对能力的评估反馈进行平均后报告称，这些能力非常重要（98%）且非常清晰（96%）。
在培养有残疾能力的医疗保健人员方面，就应该教授什么内容达成共识是一个重要的里程碑。讨论了未来研究、培训和政策的方向。当残疾被纳入医疗保健教育时，医疗保健人员将能够为残疾患者提供无障碍、以患者为中心、优质的医疗保健服务。
