Integrating Evidence-Based Practice in Athletic Training Though Online Learning

Integrating Evidence-Based Practice in Athletic Training Though Online Learning

Brittany A. Vorndran (Seton Hall University, USA) and Michelle Lee D'Abundo (Seton Hall University, USA)
Copyright: © 2018 |Pages: 10
DOI: 10.4018/978-1-5225-2255-3.ch505
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Evidence-based practice (EBP) involves a health care professional using his or her own knowledge, the current research published, and the needs of the patient to make the best clinical decision. This has been a hot topic in many different branches of healthcare and recently athletic trainers have begun to embrace its importance. In December of 2015, athletic trainers (ATs) will need to have completed ten of their fifty continuing education units (CEUs) in EBP to maintain certification. While ATs recognize the significance of implementing EBP into clinical decision making, there are many barriers slowing the change. This chapter includes information about how EBP is currently being used by athletic training clinicians and educators, the barriers ATs perceive to using EBP, the importance of using EBP, and managing the transition needed to successfully adopt the use of EBP. Online learning will be reviewed as the primary method of diffusing EBP into the profession of Athletic Training.
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In order to change the perceptions of ATs to the public, the National Athletic Trainers’ Association (NATA) is introducing the use of evidence-based practice (EBP) in both the education of new ATs, and in the clinical setting with athletic trainers already working in the field (Hankemeier & Van Lunen, 2013; Hankemeier et al., 2013; McCarty Hankemeir, Walter, Newton, & Van Lunen, 2013; Welch, Van Lunen, & Hankemeier, 2014b). There are many benefits to increasing the use of evidence-based medicine (EBM). One reason that is frequently discussed is improving both the image and recognition of athletic trainers as health care professionals and not personal trainers, physical education teachers, or the people carrying water bottles on the sideline of games. Other benefits to using EBM include improving the care provided to the patients and justifying third party reimbursement (McCarty et al., 2013; Welch et al., 2014a).

Key Terms in this Chapter

Knowledge Translation: A dynamic and iterative process that includes synthesis, dissemination, exchange and ethically-sound application of knowledge to improve the health of patients, provide more effective health services and products, and strengthen the health care system (Graham et al., 2006 AU56: The in-text citation "Graham et al., 2006" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).

Athletic Trainers (ATs): Health care professionals who collaborate with physicians to provide prevention, emergency care, clinical diagnosis, therapeutic intervention and rehabilitation of injuries and medical conditions (Profile of athletic trainers, 2014, para. 1).

Transitions: Change processes that involve a beginning, middle, and an end.

Continuing Education: Education provided for adults after they have left the formal education system, consisting typically of short or part-time courses.

National Athletic Trainers’ Association (NATA): A professional membership association serving certified athletic trainers and others who support the athletic training profession in the United States.

Allied Health: The segment of the workforce that delivers services involving the identification, evaluation and prevention of diseases and disorders; dietary and nutrition services; and rehabilitation and health systems management.

Evidence-Based Practice: Evidence based medicine is the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients ( Sackett et al., 1996 ).

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