Ferro Agnes McConlogue, Quinn Lori
Department of Physical Therapy (Dr Ferro), Stony Brook University, Stony Brook, New York; Department of Biobehavioral Sciences (Dr Quinn), Teachers College, Columbia University, New York, New York.
Pediatr Phys Ther. 2020 Jul;32(3):211-217. doi: 10.1097/PEP.0000000000000707.
Goal setting is an important component of school-based physical therapy; however, evidence suggests that therapists may not consistently write goals that are relevant, context specific, and measurable. The aims of this knowledge translation study were to evaluate implementation of a goal-setting method for school-based therapists.
This study was created to align with the Knowledge to Action framework and included 1-day training and follow-up mentorship. Goals were assessed pre- and posttraining, and questionnaires assessed barriers and facilitators.
Twenty-two physical therapists participated. Nineteen participants (90%) strongly agreed/agreed that the training helped change their perspectives about goal setting in the school environment. There was a statistically significant difference in goal quality pre- and posttraining. Therapists identified barriers and facilitators to implementation of effective goal setting in practice.
Results indicate that this method may be effective at improving goal writing that is relevant, context specific, and measurable in school settings.
目标设定是学校物理治疗的一个重要组成部分；然而，有证据表明，治疗师可能并非始终如一地撰写相关、针对具体情境且可衡量的目标。这项知识转化研究的目的是评估一种针对学校治疗师的目标设定方法的实施情况。
本研究是根据知识转化为行动框架开展的，包括为期1天的培训和后续指导。在培训前后对目标进行评估，并用问卷评估障碍因素和促进因素。
22名物理治疗师参与了研究。19名参与者（90%）强烈同意/同意培训有助于改变他们对学校环境中目标设定的看法。培训前后目标质量存在统计学上的显著差异。治疗师们确定了在实践中实施有效目标设定的障碍因素和促进因素。
结果表明，这种方法可能有效地改善在学校环境中撰写相关、针对具体情境且可衡量的目标的情况。
