Holt Sheryl L, Kuperstein Janice, Effgen Susan K
a 1 Physical Therapy Division, Wheeling Jesuit University , Wheeling, WV, USA.
b 2 Division of Physical Therapy, University of Kentucky , Lexington, KY, USA.
Phys Occup Ther Pediatr. 2015;35(4):381-95. doi: 10.3109/01942638.2014.978931. Epub 2014 Nov 14.
Surveys have reported that most school-based physical therapists perceive ideal practices are not commonly implemented in their settings. Our aim was to obtain a more in-depth understanding of these perceptions through open-ended inquiry.
Qualitative data were derived from voluntary open-ended responses provided upon completion of a survey regarding school-based physical therapy practice. Of the survey's 561 participants, 250 provided open-ended commentaries that were analyzed using interpretive phenomenology.
Six qualitative themes emerged from the open-ended responses, including: In quest: Meeting students' school-based needs via physical therapy; Seeking relatedness: Finding working teams in the school system; Building understanding: Developing a voice/identity in the school context; Stretched beyond limits: Managing workloads; Networking: Coordinating services outside school to meet student needs; Defying definition: What does working in an educational model mean?
School-based physical therapists seek to meet educationally relevant physical therapy needs of students, ages 3 to 21 years. Successes appear woven of a multitude of factors such as therapist expertise, team dynamics, and district supports.
调查显示，大多数学校物理治疗师认为理想的做法在他们的工作环境中并不常见。我们的目的是通过开放式询问更深入地了解这些看法。
定性数据来自于一项关于学校物理治疗实践的调查结束后自愿提供的开放式回答。在该调查的561名参与者中，250人提供了开放式评论，这些评论采用解释现象学进行分析。
开放式回答中出现了六个定性主题，包括：探索：通过物理治疗满足学生在学校的需求；寻求关联：在学校系统中找到工作团队；建立理解：在学校环境中形成发言权/身份认同；超出极限：管理工作量；建立网络：协调校外服务以满足学生需求；难以定义：在教育模式下工作意味着什么？
学校物理治疗师试图满足3至21岁学生与教育相关的物理治疗需求。成功似乎是由多种因素交织而成的，如治疗师的专业知识、团队动态和学区支持。
