J Korean Acad Psychiatr Ment Health Nurs > Volume 29(4); 2020 > Article |
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Authors (year) | Country | Study design |
Participants |
Intervention program |
Measurements |
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Recruit setting | Occupation of mental health professionals (Careers) | Sample size | Module | Contents | Mode | Session | Duration | Assessment time | Effects | ||||||
Gorrindo et al. (2011) [24] | USA | Pilot pre-and post study | Emergency medicine | Resident (N/A) | 18 | Web-based computer simulation tool | · The expected benefits of taking the medication | Individual education | 2 session | 12 minutes | · Pre- assessment | · Increase in knowledge about prescribing new psychotropic medication (p<.001) | |||
· The relevant and significant risks, side effects, and adverse reactions of the medication | · Simulation session | · Immediately post intervention | |||||||||||||
· The probable consequences of not taking the medication | · Feedback session | · Gain the confidence about prescribing new psychotropic medication (p<.001) | |||||||||||||
· The alternative treatments | |||||||||||||||
· The checking for understanding | · Well prepared to obtain informed consent when prescribing new psychotropic medication (p<.001) | ||||||||||||||
Madsen et al. (2014) [25] | USA | Pre-and post study | Urban level 1 pediatric trauma center | PEM physicians with years of experience in an ED (PEM fellow: 28%, <5 years as attending: 17%, 6~10 years as attending: 28%, >10 years as attending: 28%) | 18 | Interactive web-based education module | · Interactive slides with text and graphics along with audio-narrative | Group education | 2 session | 15~30 minutes with a mean completion time of 24 minutes | · 6 month period prior to module | · Increase in knowledge of ED YV (p<.001) | |||
· 4 sub-modules: | · Core module | ||||||||||||||
1) background | · Booster module | · Pre-assessment immediately post intervention | · Level of confidence speaking with patients about avoiding YV (p=.01) | ||||||||||||
2) history and assessment | |||||||||||||||
3) communicating effectively | · 1 month assessment | · Change the future management for YV-injured patients (94%) | |||||||||||||
4) discharge planning | |||||||||||||||
· Each sub-module began with learning objectives and concluded with a summary slide and brief, 1 to 2 question quiz | · 6 month period after module | · Increase in the number of discharged patients | |||||||||||||
Hoysted et al. (2019) [26] | USA | Pilot RCT | ED and nursing networks | Years of experience in an ED (TG: mean 9.48, CG: mean 6.94) | 71 | Online training program | · Lecture format, audio, visual prompts | Individual education | 1 session | 15 minutes | Baseline, 1 week, 1 month | · Knowledge of pediatric medical traumatic stress (+) | |||
TG: 39 | CG: 32 | · Knowledge of pediatric medical traumatic stress | · Acceptability of the training program (very useful 45.2%) | ||||||||||||
· N: 35 | · N: 30 | · Trauma-informed care practices | · Intervention fidelity (+) | ||||||||||||
· P: 4 | · P: 2 |
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