Department of Hearing and Speech Sciences, Vanderbilt University Medical Center , Nashville, TN, USA.
Brain Inj. 2020 Oct 14;34(12):1590-1609. doi: 10.1080/02699052.2020.1766114. Epub 2020 Nov 7.
To characterize current knowledge, beliefs, confidence, and practice patterns of acute care speech-language pathologists (SLPs) in assessing and managing cognitive-communication disorders following traumatic brain injury (TBI).
We developed an online survey to learn more about current TBI knowledge and practice patterns of acute care SLPs, with the goal of establishing a baseline upon which changes in SLP training and practice standards may be measured.
We distributed the survey to 1800 SLPs in 18 states via postal mail, in addition to posting it to relevant online groups. One hundred and eighty-two practicing acute care SLPs responded to the survey.
Respondents were highly variable in their training and knowledge about TBI, their beliefs about cognitive-communication rehabilitation, and their practice patterns in assessing, managing, and communicating about TBI during the acute stage of injury.
These results highlight the need for more consistent training about cognitive-communication deficits during and after graduate school, as well as the development of sensitive, specific, and standardized assessment tools, education protocols, and shared language for describing patients with TBI along the continuum of care.
描述急性护理言语治疗师（SLP）在评估和管理创伤性脑损伤（TBI）后认知-沟通障碍方面的当前知识、信念、信心和实践模式。
我们开发了一个在线调查，以了解更多关于急性护理 SLP 的 TBI 知识和实践模式，目标是建立一个基准，以便衡量 SLP 培训和实践标准的变化。
我们通过邮寄的方式向 18 个州的 1800 名 SLP 分发了调查，此外还将其发布到相关的在线群组中。182 名从事急性护理的 SLP 对调查做出了回应。
受访者在 TBI 方面的培训和知识、对认知-沟通康复的信念，以及在受伤急性期评估、管理和沟通 TBI 方面的实践模式方面存在很大差异。
这些结果强调了在研究生期间和之后需要更一致地进行关于认知-沟通缺陷的培训，以及开发敏感、特定和标准化的评估工具、教育协议以及用于描述沿着护理连续体的 TBI 患者的共享语言的必要性。
