创伤知情护理培训实践的范围综述

doi:10.3761/j.issn.1672-9234.2023.05.019

摘要/Abstract

摘要：

目的了解创伤知情护理的培训内容、方法及效果。方法检索PubMed、Cochrane Library、CINAHL、Embase、Web of Science、中国知网等数据库中创伤知情护理培训相关文献，检索时间为2000年至2023年3月，对纳入文献进行范围综述。结果共检索8 193篇文献，筛选后纳入10篇文献，均为英文文献。创伤知情护理培训内容主要涉及创伤知情护理基础知识、创伤相关理论知识、创伤知情护理的基本实施要点及沟通技巧、特殊人群创伤知情护理。培训方法包括讲座、研讨会、案例讨论、角色扮演、情境模拟。纳入文献均肯定了培训的有效性，但是由于培训时间较短，其可靠性需要进一步验证。结论创伤知情护理培训内容尚不全面，建议针对目标患者人群特点进一步丰富。未来研究可以结合我国国情，进行大样本、周期性的创伤知情护理培训计划。

关键词: 护士, 培训, 范围综述, 创伤知情护理

Abstract:

Objective To understand the training content，method，and effect of trauma-informed nursing. Methods Relevant literature on trauma-informed nursing training in databases were searched from 2000 to March 2023，including PubMed，Cochrane Library，CINAHL，Embase，Web of Science，and CNKI. The scope of the included literature were reviewed. Results A total of 8 193 papers were retrieved，and 10 English papers were included after screening. The training content of trauma-informed care mainly involved basic knowledge of trauma-informed care，theoretical knowledge related to trauma，basic points in implementation，communication skills，and trauma-informed care for special populations. Training methods included lectures，seminars，case discussions，role plays，and situational simulations. The included literature has confirmed the effectiveness of training. However，due to the limited time in training，its reliability needed further verification. Conclusion The content of trauma-informed care training is not yet comprehensive，and it is recommended to further enrichment based on the characteristics of the target patient population. In future researches，a large sample and periodic trauma-informed care training program should be conducted based on Chinese conditions.

Key words: Nurses, Inservice Training, Scoping review, Trauma-informed care

李一珂, 陆皓, 李思雨, 马宏莉, 师艳花, 焦海星. 创伤知情护理培训实践的范围综述[J]. 中华护理教育, 2023, 20(5): 620-624.

LI Yike, LU Hao, LI Siyu, MA Hongli, SHI Yanhua, JIAO Haixing. Educational practices for nurses of trauma-informed care：a scoping review[J]. Chinese Journal of Nursing Education, 2023, 20(5): 620-624.

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