Sudano Laura E, Miles Christopher M
Department of Family and Community Medicine, Wake Forest School of Medicine, Winston-Salem, North Carolina.
Sports Health. 2017 May/Jun;9(3):262-267. doi: 10.1177/1941738116679127. Epub 2016 Nov 1.
There is a growing awareness of the importance of mental health care in National Collegiate Athletic Association (NCAA) student-athletes; however, there is a lack of literature on mental health resources in collegiate settings. Identifying current practices can set the stage to improve the delivery of care.
There is great variability in resources and current practices and no "standard of care" exists.
Observational, quantitative.
Level 5.
One hundred twenty-seven (36% response rate) head athletic trainers at Division I NCAA member colleges completed a web-based survey. Questions assessed several aspects of mental health clinicians, perception of care coordination, and screening.
Seventy-two percent of respondents noted that counseling took place in a counseling center, and 20.5% of respondents indicated that they had a mental health provider who worked in the athletic training room. Mental health clinician credentials included marriage and family therapist, psychologist, clinical social worker, and psychiatrist. The majority of athletic trainers (ATCs) noted that they are satisfied with the feedback from the mental health provider about the student-athletes' mental health (57.3%) and believe that they would be able to provide better care to student-athletes if mental health services occurred onsite in the training room (46.4%). Fewer than half (43%) indicated that they use screening instruments to assess for mental health disorders.
There is wide variability on how mental health services are provided to NCAA Division 1 student-athletes. Some mental health care providers are located offsite, while some provide care in the training room setting. Also, there are inconsistencies in the use of standardized screening tools for mental health evaluation. There is no standard collaborative or integrated care delivery model for student-athletes.
Opportunities exist for standardization through integrated care models and increased use of validated screening tools to deliver comprehensive care to student-athletes.
美国国家大学体育协会（NCAA）的学生运动员对心理健康护理重要性的认识日益提高；然而，关于大学环境中心理健康资源的文献却很匮乏。确定当前的做法可为改善护理服务奠定基础。
资源和当前做法存在很大差异，不存在“护理标准”。
观察性、定量研究。
5级。
NCAA一级成员学院的127名首席运动训练师（回复率36%）完成了一项基于网络的调查。问题评估了心理健康临床医生的几个方面、护理协调的认知以及筛查情况。
72%的受访者指出咨询在咨询中心进行，20.5%的受访者表示他们有一名心理健康服务提供者在运动训练室工作。心理健康临床医生的资质包括婚姻和家庭治疗师、心理学家、临床社会工作者和精神科医生。大多数运动训练师（ATC）指出，他们对心理健康服务提供者关于学生运动员心理健康的反馈感到满意（57.3%），并认为如果心理健康服务能在训练室现场提供，他们就能为学生运动员提供更好的护理（46.4%）。不到一半（43%）的人表示他们使用筛查工具来评估心理健康障碍。
为NCAA一级学生运动员提供心理健康服务的方式存在很大差异。一些心理健康护理提供者在校园外，而一些在训练室提供护理。此外，在心理健康评估中使用标准化筛查工具也存在不一致的情况。对于学生运动员，没有标准的协作或综合护理服务模式。
通过综合护理模式实现标准化以及更多地使用经过验证的筛查工具为学生运动员提供全面护理存在机会。
