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首页> 外文会议>International Technology,Education and Development Conference >AN EXPLORATION OF HEALTHCARE ASSISTANTS CLASSROOM AND CLINICAL PRACTICE LEARNING EXPERIENCES ON A HEALTHCARE SUPPORT CERTIFICATE COURSE
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AN EXPLORATION OF HEALTHCARE ASSISTANTS CLASSROOM AND CLINICAL PRACTICE LEARNING EXPERIENCES ON A HEALTHCARE SUPPORT CERTIFICATE COURSE

机译：医疗保健助理课堂探索对医疗保健支持证书课程的临床实践学习经验

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The term Health Care Assistant (HCA) is a recent addition to the Irish healthcare delivery system (Keeney, Hasson and McKenna, 2005a). However, Brennan (2004) acknowledges that HCAs have been an integral part of the day to day running of the health services for over a century. While the introduction and development of this role is not new to society there have been many titles given to this role. Internationally there is no universally accepted definition or description of what constitutes either the role or the responsibilities of a HCA within the healthcare service and the training of HCAs, if any, has been at the employers' discretion. In reaction to this, the Department of Health and Children in Ireland (1998) Report on the Commission on Nursing aimed to establish a national training course for HCAs. The Department of Health and Children (2003) commissioned McKenna, Keeney and Hasson to evaluate the pilot programme for the education and training of HCAs. This has led to the official standardised education and training programme for HCAs the Healthcare Support Certificate Course (FETAC/Level5) being introduced into the Irish healthcare system. The aim of this study is to explore and describe the academic and clinical practice learning experiences of 12 of the HCAs who have successfully completed the Healthcare Support Certificate Course. A descriptive qualitative exploratory design was chosen to conduct this study. One-to-one semistructured interviews were conducted with 12 randomly selected HCAs following ethical approval being sought and granted. Data analysis was based on a 14 step analytical framework (Burnard, 1991) which was aided and complimented by the use of the NUD*IST software package. Findings indicated that the HCAs were pleased to have successfully completed the course and believed that as a result they were more confident in the way in how they performed at work. However, it was identified that the role of the HCA had not changed following successful completion of the Healthcare Support Certificate Course. Findings also indicated that there appeared to be an air of caution by nursing staff in accepting HCAs as part of the multidisciplinary healthcare team. Recommendations following the findings include; greater clarity in module descriptors and assignments, the training of mentors, the promotion of the Healthcare Support Certificate Course and recognition of the qualification.
机译：术语医疗保健助理（HCA）是爱尔兰医疗保健交付系统的最新外（Keeney，Hasson和McKenna，2005a）。然而，Brennan（2004）承认，HCAS一直是一个多世纪日营运卫生服务日常运行的一部分。虽然这一角色的引入和发展并非新的社会新的虽然这一角色有很多标题。国际上没有普遍接受的定义或描述构成了医疗保健服务中HCA的作用或责任，以及雇主的培训，如果有的话，已经处于雇主的自由裁量权。在对此的反应中，爱尔兰的卫生和儿童部（1998年）关于护理委员会的报告旨在为HCA制定国家培训课程。卫生和儿童部（2003年）委托McKenna，Keeney和Hasson评估了HCA的教育和培训的试点计划。这导致了用于HCA的官方标准化教育和培训计划，该审理保健支持证明课程（Fetac / SPED5）被引入爱尔兰医疗保健系统。本研究的目的是探索和描述已成功完成医疗保健支持证明课程的HCA的学术和临床实践。选择了描述性定性探索性设计来进行这项研究。在寻求和授予道德批准后，通过12个随机选择的HCA进行一对一的半系统访谈。数据分析基于14步骤分析框架（Burnard，1991），通过使用NUD * IST软件包辅助和称赞。调查结果表明，HCAS很高兴成功完成了课程，并认为，由于它们在工作中的表现方式更为自信。但是，确定HCA的作用在成功完成医疗保健支持证明课程后没有改变。调查结果还表明，在接受HCAS作为多学科医疗团队的一部分接受HCA时，似乎似乎是谨慎的谨慎。调查结果的建议包括;更明确的模块描述师和作业，导师的培训，促进医疗保健支持证明课程和认可资格。

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