School of Physical Education, Sport, & Exercise, Ball State University, Muncie, IN 47306-0270, USA.
J Athl Train. 2013 May-Jun;48(3):382-93. doi: 10.4085/1062-6050-48.1.18. Epub 2013 Feb 20.
As evidence-based practice (EBP) becomes prevalent in athletic training education, the barriers that Approved Clinical Instructors (ACIs) experience in implementing it with students need to be understood.
To investigate barriers ACIs face when implementing EBP concepts in clinical practice and in teaching EBP to professional athletic training students and to investigate the educational emphases to improve the barriers.
Qualitative study.
Telephone interviews.
Sixteen ACIs (11 men, 5 women; experience as an athletic trainer = 10 ± 4.7 years, experience as an ACI = 6.81 ± 3.9 years) were interviewed.
We interviewed each participant by telephone. Interview data were analyzed and coded for common themes and subthemes regarding barriers and educational emphases. Themes were triangulated through multiple-analyst triangulation and interpretive verification.
Barriers to EBP incorporation and educational emphasis placed on EBP were the main themes reported. Resources, personnel, and student characteristics were subthemes identified as barriers. Resource barriers included time, equipment, access to current literature, and knowledge. Coworkers, clinicians, and coaches who were unwilling to accept evidence regarding advancements in treatment were identified as personnel barriers. Programmatic improvement and communication improvement were subthemes of the educational emphasis placed on EBP theme. The ACIs reported the need for better integration between the clinical setting and the classroom and expressed the need for EBP to be integrated throughout the athletic training education program.
Integration of the classroom and clinical experience is important in advancing ACIs' use of EBP with their students. Collaborative efforts within the clinical and academic program could help address the barriers ACIs face when implementing EBP. This collaboration could positively affect the ability of ACIs to implement EBP within their clinical practices.
随着循证实践（EBP）在运动训练教育中变得流行，需要了解认可的临床指导员（ACIs）在向学生实施 EBP 时所面临的障碍。
调查 ACI 在临床实践中实施 EBP 概念以及向专业运动训练学生教授 EBP 时面临的障碍，并探讨提高这些障碍的教育重点。
定性研究。
电话访谈。
采访了 16 名 ACI（11 名男性，5 名女性；运动训练师经验=10±4.7 年，ACI 经验=6.81±3.9 年）。
我们通过电话采访了每位参与者。对采访数据进行了分析和编码，以确定有关障碍和教育重点的常见主题和子主题。通过多分析师三角测量和解释验证对主题进行三角测量。
报告的主要主题是 EBP 纳入的障碍和对 EBP 的教育重点。资源、人员和学生特征是确定的障碍子主题。资源障碍包括时间、设备、获取当前文献和知识。不愿接受有关治疗进展的证据的同事、临床医生和教练被确定为人事障碍。项目改进和沟通改进是 EBP 教育重点的子主题。ACI 报告说需要更好地整合临床环境和课堂，表达了将 EBP 整合到整个运动训练教育计划中的需求。
整合课堂和临床经验对于提高 ACI 与学生一起使用 EBP 非常重要。临床和学术项目内部的合作努力可以帮助解决 ACI 在实施 EBP 时面临的障碍。这种合作可能会对 ACI 在其临床实践中实施 EBP 的能力产生积极影响。
