Discipline of Occupational Therapy, La Trobe University, Melbourne, Vic, Australia.
Alfred Health, Melbourne, Vic, Australia.
Aust Occup Ther J. 2021 Feb;68(1):90-102. doi: 10.1111/1440-1630.12698. Epub 2020 Oct 8.
Education seeks to empower clients to attain and maintain knowledge and skills, and in the context of occupational therapy, to enable occupational participation. While education is routinely provided in the inpatient hospital setting, little is known about how education is best adapted to meet the needs of clients with cognitive impairment. The purpose of this scoping review was to determine what is currently known about approaches to educating adults with cognitive impairment in the inpatient hospital setting.
Five databases were systematically searched to find studies that reported on the use of education in the inpatient hospital setting with adults with cognitive impairment.
Ten articles were retrieved from the search with duplication of authors across the articles, indicating a small group of research and researchers. Cognitive impairment was not well assessed across all the studies and none included participants with severe cognitive impairment. A number of barriers to education were identified, including time constraints, uncertainty around who should be providing education, a shortage of resources, and client-related barriers such as cognitive deficits. From the retrieved studies it was found that education should occur at multiple time points, be individually tailored, and utilise mixed modal approaches such as verbal and written methods. There was also a preference for less use of jargon, and engagement with carers and clients where possible.
This scoping review highlights factors impacting the provision of education tailored to the needs of clients with cognitive impairment in the inpatient setting. The findings also call to attention the need for better assessment of cognition to guide provision of tailored education, as well as future studies exploring how to best educate clients with not only mild/moderate cognitive impairment but also more severe impairments.
教育旨在使客户获得和掌握知识和技能，并在职业治疗的背景下，使客户能够参与职业活动。虽然教育在住院医院环境中通常是提供的，但对于如何最好地适应认知障碍客户的需求来提供教育，知之甚少。本次范围界定审查的目的是确定目前在住院医院环境中教育认知障碍成年人的方法。
系统地搜索了五个数据库，以找到报告在住院医院环境中对认知障碍成年人使用教育的研究。
从搜索中检索到 10 篇文章，由于文章作者重复，表明研究人员和研究人员的数量较少。并非所有研究都对认知障碍进行了很好的评估，也没有研究纳入严重认知障碍的参与者。确定了一些教育障碍，包括时间限制、谁应该提供教育的不确定性、资源短缺以及与客户相关的障碍，例如认知缺陷。从检索到的研究中发现，教育应该在多个时间点进行，要个体化，并且要利用混合模式方法，如口头和书面方法。也倾向于减少使用行话，并尽可能与照顾者和客户接触。
本次范围界定审查强调了影响为认知障碍住院患者提供量身定制的教育的因素。研究结果还提请注意需要更好地评估认知能力，以指导提供量身定制的教育，以及未来探索如何最好地教育不仅有轻度/中度认知障碍而且还有更严重障碍的客户的研究。
