Introduction of a psychologically informed educational intervention for pre-licensure physical therapists in a classroom setting.
Introduction of a psychologically informed educational intervention for pre-licensure physical therapists in a classroom setting.
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DOI：
10.1186/s12909-020-02272-5
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发表时间：
2020-10-23
影响因子：
3.6
通讯作者：
George SZ
中科院分区：
文献类型：
--
作者：
Ballengee LA;Covington JK;George SZ
物理治疗师越来越需要解决肌肉骨骼疼痛的心理社会方面的问题。心理知情实践是通过将生物、心理和社会干预措施整合到患者管理中来提供这种类型的护理的一种方式。心理知情实践的一个重要组成部分是以患者为中心的沟通。然而，关于如何将以患者为中心的沟通有效地应用到物理治疗师的执照前培训中的研究很少。30名理疗博士(DPT)学生参加了一项教育干预，包括一个4小时的授课环节和三个1小时的体验式学习环节。在第一次会议之前，学生们对一名慢性下腰痛患者进行了标准化检查，并通过评价表对心理知情物理治疗(PIPT)依从性行为进行了评估。学生还完成了疼痛态度和信念量表(PABS-PT)。在最后一次体验课程后，学生们评估了另一名标准化患者，并重新评估了他们对PIPT依从性的行为。学生们重新参加了PABS-PT，并收集了定性数据。在教育干预后，学生的疼痛态度和信念得分有了积极的变化，表明他们更倾向于采用心理社会方法来照顾病人(p <； 005)。此外，在干预后，学生们在模拟的患者互动中表现出坚持使用PIPT行为的改善(p <；n0.05)。在质量上，学生们报告了具有共同主题的教育干预的高可接受性，表明在治疗和与复杂患者交流方面提高了信心。在短暂的教育干预后，学生的态度和信念转向更多的心理社会取向，并在模拟的患者互动中表现出改善的PIPT行为。未来的研究应该调查为有执照的临床医生实施心理知情物理治疗的最佳实践。
There is an increasing need for physical therapists to address psychosocial aspects of musculoskeletal pain. Psychologically informed practice is one way to deliver this type of care through the integration of biopsychosocial interventions into patient management. An important component of psychologically informed practice is patient centered communication. However, there is little research on how to effectively implement patient centered communication into pre-licensure training for physical therapists. Thirty Doctor of Physical Therapy (DPT) students took part in an educational intervention that consisted of one 4-h didactic teaching session and three 1-h experiential learning sessions. Prior to the first session, students performed an examination of a standardized patient with chronic low back pain and were assessed on psychologically informed physical therapy (PIPT) adherent behaviors via a rating scale. Students also completed the Pain Attitudes and Beliefs Scale (PABS-PT). After the last experiential session, students evaluated another standardized patient and were reassessed on PIPT adherent behaviors. Students retook the PABS-PT and qualitative data was also collected. After the educational intervention, students had positive changes in their pain attitudes and belief scores indicating a stronger orientation toward a psychosocial approach to patient care (p < 0.05). Additionally, after the intervention, students showed improvements in their adherence to using PIPT behaviors in their simulated patient interactions (p < 0.05). Qualitatively, students reported a high acceptability of the educational intervention with common themes indicating improved confidence with treating and communicating with complex patients. Students had attitudes and beliefs shift towards a more psychosocial orientation and demonstrated improved PIPT behaviors in simulated patient interactions after a brief educational intervention. Future research should investigate best practices for implementation of psychologically informed physical therapy for licensed clinicians.
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影响因子：
3.2
作者：
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通讯作者：
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影响因子：
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DOI：
10.1007/s11092-010-9098-7
发表时间：
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