Multi-Level Approaches to Fetal Alcohol Spectrum Disorders Prevention Education and Training for Health Professionals.

Autor:	Green FO; University of Alaska Anchorage Center for Behavioral Health Research & Services, Anchorage, AK, USA., Harlowe AK; Boston Medical Center, Boston, MA, USA., Edwards A; University of Alaska Anchorage Center for Behavioral Health Research & Services, Anchorage, AK, USA., Alford DP; Boston University Chobanian & Avedisian School of Medicine/Boston Medical Center, Boston, MA, USA., Choxi H; Oregon Health and Science University, Portland, OR, USA., German JS; Boston University Chobanian & Avedisian School of Medicine/Boston Medical Center, Boston, MA, USA., Ling D; Health Behavior Research and Training Institute, Steve Hicks School of Social Work, The University of Texas at Austin, Austin, TX, USA., Pawlukiewicz I; University of Connecticut Health Center, Farmington, CT, USA., Peterson R; American Academy of Family Physicians and the Centers for Disease Control and Prevention, Atlanta, GA, USA., von Sternberg K; Health Behavior Research and Training Institute, Steve Hicks School of Social Work, The University of Texas at Austin, Austin, TX, USA., Velasquez MM; Health Behavior Research and Training Institute, Steve Hicks School of Social Work, The University of Texas at Austin, Austin, TX, USA.
Jazyk:	angličtina
Zdroj:	Substance use & addiction journal [Subst Use Addctn J] 2024 Sep 16, pp. 29767342241273397. Date of Electronic Publication: 2024 Sep 16.
DOI:	10.1177/29767342241273397
Abstrakt:	Background: Alcohol-exposed pregnancies, which can lead to fetal alcohol spectrum disorders (FASDs), is one of the most common preventable causes of lifelong intellectual and developmental disabilities in the U.S. Healthcare teams can play a critical role in preventing FASDs; however, they are currently unprepared to do so. Training can remediate this problem. This article explores the different approaches to the education and training of healthcare providers around FASD prevention used by six Centers for Disease Control (CDC)-funded programs, and how they have been adapted to (1) the specific needs of the healthcare professionals and/or the clinical setting and (2) the challenges posed by the COVID-19 pandemic. Methods: This article offers an in-depth description and comparison of the models utilized by the programs described, detailing the challenges of each model as well as the adaptations made. Interdisciplinary collaboration and review highlights these models and offers a variety of solutions and lessons learned that can be implemented in similar practice settings and/or educational initiatives. Results: Based on organizational structure (i.e., national organization, educational institution, and clinical settings) and program purpose, different methods were employed for FASD education. Some programs were focused on FASD prevention through staff training and alcohol screening and brief intervention/clinical intervention and others were focused on broadscale professional education and awareness. Improvements were made on an ongoing basis as challenges related to COVID-19, staff shortages, and patient and clinician discomfort were identified, resulting in modifications to content and delivery modality (e.g., online forums and use of social media). Conclusion: FASD prevention education is wrought with a variety of challenges related to stigma, discomfort, and misinformation, which these programs encountered in a variety of ways. Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Databáze:	MEDLINE
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