BC Children's Hospital, Department of Physical Therapy, University of British Columbia, Vancouver, BC, Canada.
Sunny Hill Health Centre for Children, Department of Pediatrics, University of British Columbia, Vancouver, BC, Canada.
Phys Occup Ther Pediatr. 2021;41(3):300-313. doi: 10.1080/01942638.2020.1851337. Epub 2020 Dec 7.
Physical and occupational therapists play a key role in the implementation of hip surveillance for children with cerebral palsy (CP) in British Columbia, Canada. We aimed to develop and assess a knowledge translation strategy to support the implementation of a provincial hip surveillance program.
Pediatric therapists were invited to participate in an anonymous survey assessing hip surveillance knowledge and learning needs. Based on these results, educational materials were developed. Two years later, one year following the launch of the hip surveillance program, the survey was repeated to assess learning, knowledge use, and barriers to enrollment.
The initial survey was completed by 102 therapists; 74 therapists completed the second survey. Multifaceted educational strategies, including web-based learning, in-person education, email notifications, and print materials that targeted knowledge gaps were developed. Upon re-evaluation, knowledge increased on all questions. At follow-up, 45 therapists had enrolled a child, indicating knowledge use. Barriers to enrollment included lack of a CP diagnosis, parents or physicians not agreeing to enrollment, time requirements, and lack of space to complete the clinical exam.
Targeted knowledge translation strategies were successful in meeting the educational requirements of a large group of therapists in a vast geographic area.
在加拿大不列颠哥伦比亚省，物理治疗师和职业治疗师在实施脑瘫（CP）儿童髋关节监测方面发挥着关键作用。我们旨在制定和评估一项知识转化策略，以支持省级髋关节监测计划的实施。
邀请儿科治疗师参与一项匿名调查，评估髋关节监测知识和学习需求。基于这些结果，开发了教育材料。两年后，即髋关节监测计划启动一年后，再次进行调查，以评估学习、知识应用和入组障碍。
最初的调查有 102 名治疗师完成；74 名治疗师完成了第二次调查。制定了多种教育策略，包括基于网络的学习、面对面教育、电子邮件通知和针对知识空白的印刷材料。重新评估时，所有问题的知识都有所增加。随访时，有 45 名治疗师为一名儿童进行了登记，表明知识得到了应用。入组障碍包括缺乏 CP 诊断、家长或医生不同意入组、时间要求和缺乏完成临床检查的空间。
有针对性的知识转化策略成功地满足了广大地理区域内大量治疗师的教育需求。
