Athletic Trainers’ Viewpoints of Patient-Centered Care

2021 ◽  
Author(s):  
Carly J. Wilson ◽  
Lindsey E. Eberman ◽  
Ansley S. Redinger ◽  
Elizabeth R. Neil ◽  
Zachary K. Winkelmann
Keyword(s):  
Athletic Training ◽  
Task Force ◽  
Athletic Trainers ◽  
Core Competency ◽  
Principal Component ◽  
Patient Centered Care ◽  
International Classification Of Functioning ◽  
Patient Centered ◽  
Centered Care ◽  
Icf Model

Abstract Background The core competency of patient-centered care (PCC) states that for positive patient outcomes, the provider must respect the patient’s views and recognize their experiences. The Athletic Training Strategic Alliance Research Agenda Task Force identified a profession-wide belief that examining the extent to which athletic trainers (ATs) provide PCC in their clinical practice would benefit the profession. To first address this line of inquiry, we must study the subjectivity of how ATs view PCC. Methods We used Q methodology to allow participants to share their viewpoints while simultaneously exploring the study aim from a quantitative and qualitative perspective. A total of 115 (males = 62, females = 53, age = 37 ± 10 y, experience = 13 ± 10 y) ATs dispersed between 11 job settings volunteered for this study. Participants were asked to pre-sort (agree, disagree, neutral) 36 validated statements representing the 8 dimensions of PCC. The participants completed a Q-sort where they dragged-and-dropped the pre-sorted statements based on perceived importance in providing PCC. The Q-sorts were analyzed using QMethod software. A principal component analysis was used to identify statement rankings and factors. Factors were determined by an Eigenvalue > 1 and analyzed using a scree plot. The 6 highest selected statements per factor were assessed to create the distinguishing viewpoints. Results Two distinguishing viewpoints emerged from the Q-sorts. The statement “ATs treat patients with dignity and respect” appeared as a high ranked statement in both distinguishing viewpoints. The lowest ranked statement from viewpoint 1 was “ATs integrate the International Classification of Functioning, Disability, and Health (ICF) model as a framework for delivery of patient care.” The lowest ranked statement from viewpoint 2 was “Appointment scheduling is easy.” Conclusions ATs value patient’s preferences. However, a lack of importance was identified for incorporating the ICF model, which is a core competency and adopted framework by the NATA since 2015.

scholarly journals Time's Up! Needed Cultural Changes in Athletic Training Education and Clinical Practice

2021 ◽  
Vol 16 (1) ◽  
pp. 87-93
Author(s):  
Destinee Grove ◽  
Jamie Mansell ◽  
Dani Moffit
Keyword(s):  
Clinical Practice ◽  
Cultural Competence ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Holistic Approach ◽  
Athletic Training Education ◽  
Culturally Competent ◽  
Patient Centered ◽  
Cultural Changes ◽  
Centered Care

Context Culturally competent care has been on the radar of peer health care professions for many years. The unique patient populations that athletic trainers work with lend us to be at the forefront of delivering truly patient-centered care. However, we have not yet appropriately incorporated this tenet of evidence-based practice. Objective To convey the importance of culturally inclusive care and education to athletic training clinical practice and educational programs. We also present a novel way to intertwine inclusivity in the classroom and the clinic in a way that is accessible at any point in one's cultural competence journey. Background Historically, cultural competence in athletic training education has focused on ethnicity and race. The students we teach and the patients we treat share a variety of cultures that are often forgotten yet need to be included for a more holistic approach. Recommendation(s) Athletic trainers and athletic training educators need to continue the journey toward delivering culturally inclusive care. This journey also needs to extend to the classroom, from the delivery methods of teaching to the way we interact with our students. Teaching priorities should include a focus on the cultures around and within our profession.

Parental Perceptions of the Importance and Effectiveness of Patient-Centered Care Delivery

2021 ◽  
pp. 1-6
Author(s):  
Sadie Rose Adado ◽  
Kenneth E. Games
Keyword(s):  
Care Delivery ◽  
Athletic Trainers ◽  
Well Being ◽  
Patient Centered Care ◽  
Patient Centered ◽  
Delivery Of Care ◽  
Parental Experiences ◽  
Centered Care ◽  
Observational Design

Integrative patient-centered care (PCC) models encompass all dimensions of the patient, including physical well-being, evidence-based shared decision making, and determinants of health as they relate to quality of life. The purpose of this study was to explore parental experiences with the principles of PCC, related to the healthcare of their dependent after interactions with a provider. Using an observational design, our results demonstrated that parents of adolescent athletes rated PCC concepts as “very important” and the care delivered in relation to PCC by providers as “very effective.” PCC is perceived as valuable to parents, and therefore, athletic trainers must continue to develop and integrate PCC in the delivery of care within their clinical practice.

scholarly journals Translation of Standardized Patient Encounter Performance and Reflection to Clinical Practice

2019 ◽  
Vol 14 (2) ◽  
pp. 117-127
Author(s):  
Kristen N. Sims-Koenig ◽  
Stacy E. Walker ◽  
Zachary K. Winkelmann ◽  
Joshua M. Bush ◽  
Lindsey E. Eberman
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Degree Program ◽  
Standardized Patient ◽  
Semistructured Interview ◽  
Patient Centered ◽  
Self Reflection ◽  
Centered Care ◽  
Part Time

Context Standardized patient (SP) encounters have been incorporated into many healthcare education programs, including professional athletic training programs, yet there is little exploration about the use of SP encounters in postprofessional programs and continuing education opportunities. Objective To explore athletic trainers' translation of skills and reflections in clinical practice after an SP encounter and debriefing session. Design Qualitative action research. Setting One-on-one interview. Patients or Other Participants Fifteen learners from the same postprofessional athletic training degree program (males = 3, females = 12; age = 25 ± 5 years; certified experience = 3 ± 3 years) without previous SP experience participated in this study. All learners had to be employed full or part-time in a clinical setting. Main Outcome Measure(s) Sixty days after an SP encounter related to patient-centered care during an orthopedic evaluation and subsequent debriefing session, participants completed an online, audio-only interview after a 10-question, semistructured interview protocol. A 3-person primary coding team identified domains and categories using the consensual qualitative research tradition. Results Three main domains emerged from the study: (1) limitations of a novice SP experience, (2) practice transformation, and (3) promoting self-reflection. Participants reported that the initial SP encounter in their postprofessional education was a new experience through which they were able to implement new skills learned in their previous courses. Translation of newly learned ideas or ways of thinking to clinical practice varied among clinicians and their job settings. Collaborative thinking and self-reflection were key components. Participants were able to identify with their classmates' struggles and triumphs and to take away new learning experiences. Conclusions SP encounters are a useful instructional and assessment technique for athletic trainers in a postprofessional athletic training degree program to promote self-reflection and to translate newly learned skills to their clinical practice, while nerves and anxiety influenced the learners' ability to suspend reality.

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