Bacon Cailee E Welch, Eppelheimer Bradly L, Kasamatsu Tricia M, Lam Kenneth C, Nottingham Sara L
A.T. Still University, Mesa, AZ.
Indiana University, Bloomington.
J Athl Train. 2017 Jul;52(7):667-675. doi: 10.4085/1062-6050-52.3.15. Epub 2017 Jun 2.
For the practice characteristics of the services athletic trainers (ATs) provide to be identified, all ATs must complete high-quality patient care documentation. However, little is known about ATs' perceptions of patient care documentation or the potential barriers they may encounter while trying to ensure high-quality documentation.
To explore ATs' perceptions of and barriers to patient care documentation via the Clinical Outcomes Research Education for Athletic Trainers (CORE-AT) electronic medical record system in the secondary school setting.
Qualitative study.
Individual telephone interviews.
We interviewed 10 ATs (4 men, 6 women; age = 32.6 ± 11.4 years, athletic training experience = 7.1 ± 7.8 years) who were members of the Athletic Training Practice-Based Research Network (AT-PBRN) and employed in the secondary school setting.
We conducted an individual interview with each participant. After transcription of the interviews, the data were analyzed into common themes and categories following the consensual qualitative research tradition. Data triangulation occurred through member checking and multiple researchers to ensure accuracy during data analysis.
Participants revealed several perceptions of patient care documentation, consisting of quality, expectations and accountability, priority, incentive, and culture of the secondary school setting. In addition, we identified barriers to quality patient care documentation: lack of time, lack of accountability for documenting patient care, inadequate facility resources, and lack of personnel. Participants discussed the volume of patients as a unique challenge in the secondary school setting.
Whereas ATs perceived patient care documentation as important, several practical barriers may inhibit their ability to complete high-quality documentation of the services they provide. Effective strategies to improve the quality of patient care documentation among ATs are needed to ensure that their value, particularly in the secondary school setting, is accurately characterized.
为了确定运动训练师（AT）所提供服务的实践特点，所有运动训练师都必须完成高质量的患者护理记录。然而，对于运动训练师对患者护理记录的看法，以及他们在努力确保高质量记录时可能遇到的潜在障碍，我们知之甚少。
通过中学环境下的运动训练师临床结果研究教育（CORE-AT）电子病历系统，探讨运动训练师对患者护理记录的看法和障碍。
定性研究。
个人电话访谈。
我们采访了10名运动训练师（4名男性，6名女性；年龄=32.6±11.4岁，运动训练经验=7.1±7.8年），他们是运动训练实践研究网络（AT-PBRN）的成员，并受雇于中学环境。
我们对每位参与者进行了个人访谈。访谈转录后，按照共识定性研究传统，将数据分析为共同的主题和类别。通过成员核对和多名研究人员进行数据三角验证，以确保数据分析期间的准确性。
参与者揭示了对患者护理记录的几种看法，包括质量、期望与问责、优先级、激励以及中学环境的文化。此外，我们确定了高质量患者护理记录的障碍：时间不足、记录患者护理缺乏问责、设施资源不足以及人员短缺。参与者讨论了患者数量作为中学环境中的一个独特挑战。
虽然运动训练师认为患者护理记录很重要，但一些实际障碍可能会阻碍他们完成所提供服务的高质量记录。需要有效的策略来提高运动训练师患者护理记录的质量，以确保准确描述他们的价值，特别是在中学环境中。
