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首页> 外文期刊>Journal of athletic training >Approved Clinical Instructors' Perspectives on Implementation Strategies in Evidence-Based Practice for Athletic Training Students
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Approved Clinical Instructors' Perspectives on Implementation Strategies in Evidence-Based Practice for Athletic Training Students

机译：经批准的临床教练对田径训练学生循证实践中实施策略的观点

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Context: Understanding implementation strategies of Approved Clinical Instructors (ACIs) who use evidence-based practice (EBP) in clinical instruction will help promote the use of EBP in clinical practice. Objective: To examine the perspectives and experiences of ACIs using EBP concepts in undergraduate athletic training education programs to determine the importance of using these concepts in clinical practice, clinical EBP implementation strategies for students, and challenges of implementing EBP into clinical practice while mentoring and teaching their students. Design: Qualitative study. Setting: Telephone interviews. Patients or Other Participants: Sixteen ACIs (11 men, 5 women; experience as a certified athletic trainer = 10+-4.7 years, experience as an ACI = 6.8+-3.9 years) were interviewed. Data Collection and Analysis: We interviewed each participant by telephone. Interview transcripts were analyzed and coded for common themes and subthemes regarding implementation strategies. Established themes were triangulated through peer review and member checking to verify the data. Results: The ACIs identified EBP implementation as important for validation of the profession, changing paradigm shift, improving patient care, and improving student educational experiences. They promoted 3 methods of implementing EBP concepts with their students: self-discovery, promoting critical thinking, and sharing information. They assisted students with the steps of EBP and often faced challenges in implementation of the first 3 steps of EBP: defining a clinical question, literature searching, and literature appraisal. Finally, ACIs indicated that modeling the behavior of making clinical decisions based on evidence was the best way to encourage students to continue using EBP. Conclusions: Athletic training education program directors should encourage and recommend specific techniques for EBP implementation in the clinical setting. The ACIs believed that role modeling is a strateg...
机译：背景：了解在临床教学中使用循证实践（EBP）的获批准临床讲师（ACI）的实施策略将有助于促进EBP在临床实践中的使用。目的：研究在大学运动训练课程中使用EBP概念的ACI的观点和经验，以确定在临床实践中使用这些概念的重要性，学生的临床EBP实施策略以及在指导和教学中将EBP应用于临床实践的挑战他们的学生。设计：定性研究。地点：电话采访。患者或其他参与者：采访了16名ACI（11名男性，5名女性;经认证的体育教练经验= 10 + -4.7年，ACI经验= 6.8 + -3.9年）。数据收集和分析：我们通过电话采访了每个参与者。对访谈笔录进行了分析，并针对与实施策略有关的常见主题和子主题进行了编码。通过同行评审和成员检查对确定的主题进行三角划分以验证数据。结果：ACI认为实施EBP对于验证该行业，改变范例转变，改善患者护理和改善学生的教育体验非常重要。他们向学生推广了三种实施EBP概念的方法：自我发现，促进批判性思维和共享信息。他们帮助学生进行EBP的步骤，并且在实施EBP的前三个步骤时经常面临挑战：定义临床问题，文献检索和文献评估。最后，ACI指出，对基于证据的临床决策行为进行建模是鼓励学生继续使用EBP的最佳方法。结论：运动训练教育计划主任应鼓励并推荐在临床环境中实施EBP的具体技术。 ACI认为角色建模是一种策略。

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