摘要目的? 探讨网络学习平台在失能老人家庭照顾者培训中的应用效果.方法? 采用便利抽样的方法,选取2017年9月—2018年3月在长沙市某区90名失能老人家庭照顾者,按随机数字表法分为对照组和观察组,各45名.对照组照顾者接受常规健康教育;观察组照顾者在研究人员指导下使用本研究团队自主开发的失能老人家庭照顾者网络学习平台进行为期3个月的网络培训.培训前后采用家庭照顾者照顾能力量表、照护知识试卷对两组家庭照顾者进行问卷调查和测评.结果? 培训前两组家庭照顾者照护知识平均得分、家庭照顾者照顾能力总分及各维度得分差异无统计学意义(P＞0.05);培训后,观察组家庭照顾者照护知识得分为(82.2±15.2)分,高于对照组的(64.2±17.2)分,差异有统计学意义(t=5.260,P＜0.01).培训后,观察组家庭照顾者照顾能力总分为(13.90±4.52)分,低于对照组的(16.57±3.25)分,差异有统计学意义(t=3.217,P＜0.01).观察组的适应照顾者角色、应变需要及提供协助、处理个人情绪、调整生活以满足照顾需要4个维度得分低于对照组,差异有统计学意义(P＜0.05).结论? 基于网络照顾技能学习平台的失能老人家庭照顾者培训有利于提高照顾者的照护知识水平和照顾能力.

abstractsObjective? To explore the application effect of online learning platform on the training of family caregivers of disabled elderly people. Methods? From September 2017 to March 2018, the family caregivers of 90 disabled elderly people in a district of Changsha were selected by convenience sampling method, and divided into control group and observation group by random number table method, with 45 cases in each group. During the study period, the caregivers of the control group received general health education. The caregivers in the intervention group received online training on the self-developed online learning platform under the guidance of the researchers for months. Before and after the training, the family caregivers were investigated using the Family Caregivers Care Ability Scale and the Care Knowledge Assessment Questionnaire. Results? Before the training, there was no statistically significant difference in average score of care knowledge, and the total score and the five dimensions' scores of the Family Caregivers Care Ability Scale between the two groups (P ＞ 0.05). After training, the score of the care knowledge in the intervention group was (82.2±15.2), which was higher than that in the control group (64.2±17.2), and the difference was statistically significant (t=5.260,P＜ 0.01). After training, the score of Family Caregivers Care Ability Scale in the intervention group was (13.90±4.52), which was lower than that in the control group (16.57±3.25), and the difference was statistically significant (t=3.217,P＜ 0.01). The scores of the four dimension of the scale, including adjusting the role of caregiver, meeting need and providing assistance, dealing with personal mood, adjusting life in order to meet the needs to take care of elderly in the intervention gorup were lower than those in the control group, and the differences were statistically significant (P＜ 0.05). Conclusions? The training based on the online care knowledge and skill system for disability elderly can improve the family caregivers of nursing knowledge level and ability to take care of the elderly.