Mizuno Hikaru, Fujimoto Yu, Furukawa Yoshiko, Katashima Mayu, Yamamoto Koji, Sakagami Kayoko, Nunotani Maya, Seto Natsuko
Faculty of Nursing and Graduate School of Nursing, Kansai Medical University, Hirakata, Japan.
Kinshukai Infusion Clinic, Osaka, Japan.
Inflamm Intest Dis. 2024 Dec 10;10(1):1-9. doi: 10.1159/000541485. eCollection 2025 Jan-Dec.
The number of patients with inflammatory bowel disease (IBD) in Japan has continued to increase, leading to diverse and complex patient backgrounds. Despite these challenges, the education of IBD nurse specialists has not kept pace with the evolving circumstances. Therefore, our research aimed to develop and validate an educational program for the training of IBD nurse specialists.
We designed an educational program targeting nurses involved with IBD care. The program included e-learning on the assessment of IBD activity and self-care support, as well as face-to-face group discussions. The understanding and practice of disease activity assessment and self-care support were evaluated before and after the e-learning sessions and face-to-face training. Face-to-face training satisfaction was assessed using the Course Interest Survey (CIS) scale and summarized through descriptive statistics.
Overall, data from 19 participants were analyzed. Scores for understanding and practice of disease activity assessment and self-care support increased across all training processes. Moreover, the items that significantly increased before and after e-learning were "inflammation" ( = 0.012), "IBD recognition" ( = 0.026), and "treatment" ( = 0.013) in terms of understanding and "inflammation" ( = 0.036) in terms of practice. The items that increased significantly from e-learning to face-to-face training were "inflammation" ( = 0.042), "subject symptoms" ( = 0.018), and "treatment" ( = 0.017) in terms of understanding. No significant differences in mean scores for understanding and practice were observed between the two groups. According to the CIS scale, the "attention" and "relevance" factors indicate that the training design was highly interesting and relevant. However, the "confidence" factor received a slightly lower average score than did the other factors.
The educational program showed promising implications for the development of IBD nurse specialists. However, further consideration is needed to devise training content that fosters confidence in clinical practice.
日本炎症性肠病（IBD）患者数量持续增加，导致患者背景多样且复杂。尽管存在这些挑战，但IBD专科护士的教育并未跟上不断变化的形势。因此，我们的研究旨在开发并验证一项针对IBD专科护士培训的教育计划。
我们设计了一项针对参与IBD护理的护士的教育计划。该计划包括关于IBD活动评估和自我护理支持的电子学习，以及面对面小组讨论。在电子学习课程和面对面培训前后，对疾病活动评估和自我护理支持的理解与实践进行评估。使用课程兴趣调查（CIS）量表评估面对面培训满意度，并通过描述性统计进行总结。
总体而言，对19名参与者的数据进行了分析。在所有培训过程中，疾病活动评估和自我护理支持的理解与实践得分均有所提高。此外，电子学习前后在理解方面显著增加的项目有“炎症”（P = 0.012）、“IBD认知”（P = 0.026）和“治疗”（P = 0.013），在实践方面有“炎症”（P = 0.036）。从电子学习到面对面培训在理解方面显著增加的项目有“炎症”（P = 0.042）、“主观症状”（P = 0.018）和“治疗”（P = 0.017）。两组在理解和实践的平均得分上未观察到显著差异。根据CIS量表，“关注度”和“相关性”因素表明培训设计非常有趣且相关。然而，“信心”因素的平均得分略低于其他因素。
该教育计划对IBD专科护士的培养显示出有前景的意义。然而，需要进一步考虑设计能够增强临床实践信心的培训内容。
