A phenomenological case study of communication between clinicians about attention-deficit/hyperactivity disorder assessment.
A phenomenological case study of communication between clinicians about attention-deficit/hyperactivity disorder assessment.
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临床医生之间关于注意力缺陷/多动障碍评估沟通的现象学案例研究。
DOI：
10.1177/0009922813497092
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发表时间：
2014
影响因子：
1.6
通讯作者：
Dosreis,Susan
中科院分区：
文献类型：
--
作者：
Lynch,SeanE;Cho,Jennifer;Ogle,Stacy;Sellman,Heather;Dosreis,Susan
导论.与注意力缺陷多动障碍（ADHD）评估相关的临床医生之间的沟通是具有挑战性的，因为它涉及许多人。虽然如果这些人一起工作，沟通过程可能会更有效，但关于ADHD特定合作护理模式的研究很少。本定性研究的目的是调查与处方沟通的各方以及他们如何合作。供应商进行了采访，并使用现象学的个案研究方法进行了分析。研究结果显示，评估过程中，评估机构与教师之间存在沟通障碍。与ADHD评估相关的沟通可能比理论模型概念化的更复杂。
Introduction. Communication between clinicians related to attention-deficit/hyperactivity disorder (ADHD) assessment is challenging because it involves a number of individuals. While the communication process might be more efficient if these individuals worked together, research on ADHD-specific collaborative care models is scarce. The purpose of this qualitative study was to investigate the parties with whom prescribers communicate and how they collaborate.Methods. Providers were interviewed, and the data were analyzed using a phenomenological case study approach.Results. The results suggested that there were communication breakdowns between providers and teachers that hindered the assessment process.Discussion. Communication related to ADHD assessment may be more complex than theoretical models may conceptualize.