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Graduation Term

2016

Degree Name

Master of Science (MS)

Department

School of Kinesiology and Recreation

Committee Chair

Noelle M. Selkow

Abstract

Context: Patient-centered care (PCC) is a concept characterized by the clinician educating and communicating with the patient in a compassionate manner. The clinician and patient share responsibility in the decision-making process, advocate for injury prevention, and promote a healthy lifestyle. PCC is a component of evidence-based practice (EBP), which has received national attention in the profession of athletic training. PCC is also a recently added core competency to the post-professional athletic training education programs. Objective: To (1) examine program director's perceptions of new standards; (2) describe the methods in which the program directors emphasize PCC; and (3) explore how the students are learning these concepts. Design: Cross-sectional survey. Setting: Self-administered online survey. Participants: Sixteen Commission on Accreditation of Athletic Training Education (CAATE) post-professional athletic training education program directors and the students currently enrolled. Intervention(s): A previously validated survey was utilized to assess usage and opinion of patient-rated outcome measures (PROMs) with questions added to assess the opinion of PCC. Open-ended questions were also added to assess student understanding of the definition of PCC and PROMs as well as how the program directors are implementing the changes. The survey was entered in an online survey database and the program directors were sent an email containing a link to a specific survey. Included in the email was a request that the directors send a list of email addresses for their students. The students were sent a separate link to a specific survey. Main Outcome Measures: The program directors perceptions on the new changes, how they are implementing the changes, student's knowledge on PCC and PROMs, and students are currently implementing this concept. Results: All of the program directors welcomed the curriculum change of emphasizing PCC and stated that they teach their students about PROMs in the classroom. Five themes emerged from the students' answers including: Individualized care centered on the patientâ??s needs, values, goals, and concerns (60.5%); involving the patient in the treatment plan (23.3%); holistic care (16.3%); utilizing EBP and/or PROMs (18.6%); and communicating with and educating patients fully (9.3%). When students were asked about the definition of PROMs, there were four themes that emerged from their answers including: how the patient feels the injury impacts their lives in terms of their health-related quality of life and function in daily life (45.2%); how the patient feels their treatment/intervention is going (33.3%); questionnaire/survey completed by the patient (26.2%); and gives the clinician insight to the patients'perspective (16.7%). Conclusion: Students have a limited understanding of the true definitions of PCC and PROMs. Young clinicians need to be educated on the concept of PCC and how using PROMs apply to PCC in order to enhance EBP in clinical athletic training.

Access Type

Thesis-ISU Access Only

DOI

http://doi.org/10.30707/ETD2016.Feld.S

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