对新生儿科住院医师为新生儿重症监护病房（NICU）患儿家庭提供心理社会支持课程的评估。
Evaluation of a course for neonatal fellows on providing psychosocial support to NICU families.
作者信息
Scala Melissa, Marchman Virginia A, Dowtin LaTrice L, Givrad Soudabeh, Nguyen Tuan, Thomson Alexa, Gao Courtney, Sorrells Keira, Hall Sue
机构信息
Department of Pediatrics, Stanford University, Palo Alto, CA, USA.
Department of Psychology, Stanford University, Stanford, CA, USA.
出版信息
PEC Innov. 2022 May 25;1:100053. doi: 10.1016/j.pecinn.2022.100053. eCollection 2022 Dec.
OBJECTIVES
Families in the Neonatal Intensive Care Unit (NICU) experience significant psychological distress. Fellowship training requires education on mental health issues. No standardized program exists. We evaluated the impact of an online course, combining research with family perspectives, on neonatology fellow knowledge and self-efficacy when emotionally supporting NICU families.
METHODS
Fellows from 20 programs completed a course covering: (1) Parent Mental Health, (2) Infant Mental Health, (3) Communication, and (4) Comprehensive Mental Health (e.g., discharge, bereavement) with pre- and post-course knowledge and self-efficacy assessments.
RESULTS
Fellows (n=91) completed the course and assessments. Pre-course knowledge was similar by year of training (1: 66.9%; 2: 67.2%; 3: 67.4%). Mean knowledge and self-efficacy improved between pre- and post-course assessments regardless of training year or prior education for knowledge (=1.2) (67.1% vs. 79.4%) and for self-efficacy (=1.2) (4.7 vs 5.2 on 6-point Likert scale). Fellows who gained more knowledge had higher self-efficacy scores at post-test (r = .37).
CONCLUSIONS
Current neonatal fellowship training under-educates on mental health. An online course improved fellow knowledge and self-efficacy. Our course may be an exemplar for others creating similar curricula.
INNOVATION
An online course enriched by patient perspectives is an effective method of disseminating education around mental health.
目的
新生儿重症监护病房（NICU）中的家庭经历着巨大的心理困扰。专科培训需要进行心理健康问题方面的教育。目前尚无标准化课程。我们评估了一门结合研究与家庭视角的在线课程对新生儿专科医生在为NICU家庭提供情感支持时的知识水平和自我效能感的影响。
方法
来自20个项目的专科医生完成了一门涵盖以下内容的课程：（1）家长心理健康，（2）婴儿心理健康，（3）沟通，以及（4）综合心理健康（如出院、丧亲），并在课程前后进行知识和自我效能评估。
结果
91名专科医生完成了课程及评估。不同培训年份的医生课前知识水平相似（第1年：66.9%；第2年：67.2%；第3年：67.4%）。无论培训年份或先前知识教育情况如何，课程前后评估的平均知识水平和自我效能感均有所提高（知识方面：=1.2）（从67.1%提高到79.4%），自我效能感方面（=1.2）（6分李克特量表上从4.7提高到5.2）。知识增长较多的专科医生在课后测试中的自我效能感得分更高（r = 0.37）。
结论
目前的新生儿专科培训在心理健康教育方面不足。一门在线课程提高了专科医生的知识水平和自我效能感。我们的课程可能为其他创建类似课程的人提供范例。
创新点
一门融入患者视角的在线课程是传播心理健康教育的有效方法。
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