Swift Amelia, Twycross Alison
School of Nursing University of Birmingham Birmingham UK.
Open University Milton Keynes UK.
Paediatr Neonatal Pain. 2020 Sep 7;2(4):139-147. doi: 10.1002/pne2.12037. eCollection 2020 Dec.
There are continued challenges in achieving effective pain management for children and young people (CYP). Research has found several barriers to effective CYP pain management, which include, but are not limited to, deficiencies in knowledge among nurses and other healthcare professionals. Calls for improvements in and an increase in pain education ensue, in the expectation that an increase in knowledge will lead to an improved pain care for patients. Educational initiatives, as reported in the literature, have tended to focus on increasing empirical knowledge which has not resulted in the anticipated improvements in practice. An exploration of Carper's and Chinn & Kramer's five helps demonstrate why an over-reliance on fails to equip nurses for the realities of clinical practice and does not facilitate knowledge mobilization or improvements in pain care for CYP. In this paper, we explore these to produce a model for knowledge mobilization in (pain) education. Our model puts forward a multifaceted approach to education using the active learning principles which supports and equip nurses to become effective pain practitioners.
在为儿童和青少年实现有效的疼痛管理方面，仍存在持续的挑战。研究发现了有效管理儿童和青少年疼痛的几个障碍，其中包括但不限于护士和其他医疗保健专业人员知识的不足。随之而来的是对改善疼痛教育并增加疼痛教育的呼吁，期望知识的增加将为患者带来更好的疼痛护理。正如文献中所报道的那样，教育举措往往侧重于增加实证知识，但这并未带来预期的实践改善。对卡珀以及钦和克莱默的五种认知方式的探索表明，为何过度依赖这些方式无法使护士胜任临床实践的现实情况，也无助于知识的传播或改善对儿童和青少年的疼痛护理。在本文中，我们探讨这些方式，以构建一个（疼痛）教育中的知识传播模型。我们的模型提出了一种多方面的教育方法，运用主动学习原则，支持并使护士有能力成为有效的疼痛治疗从业者。
