Determine how a) masculinity, b) optimism bias, and c) perceived pressure from stakeholders predict concussion reporting intentions and behavior. Collegiate student-athletes ( = 369). Student-athletes completed surveys of Conformity to Masculine Norms Inventory-46 (nine sections), optimism bias (optimist, neutral, pessimist), perceived pressure from stakeholders (six stakeholder sections), reporting intentions (symptom and concussion), and behavior (symptom and concussion).
View Article and Find Full Text PDFContext: Many survey-based methods have been used to explore concussion-reporting behavior. However, because the decision to report or conceal a concussion is likely multifactorial, this may narrow the findings, as the surveys were largely designed by the researchers.
Objective: To explore student-athletes' perspectives regarding factors that may influence the reporting of sport-related concussion.
To determine whether Health Belief Model (HBM) factors predict concussion-reporting intentions and behaviour. : Participants completed a cross-sectional survey to measure the HBM constructs of concussion knowledge, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, and cues to action. We also asked participants to indicate their concussion-reporting intentions and behaviourfor symptom and concussion reporting.
View Article and Find Full Text PDFBackground: Sport is a socio-ecological framework where student-athletes are part of a larger community of stakeholders, including coaches, sports medicine professionals (SMPs), and parents. This framework may hold influence over whether student-athletes seek care for a concussion.
Aim: We aimed to describe, compare, and determine the influence of stakeholder concussion knowledge, attitudes, and concussion scenario responses.
Background: Clinicians rely on student-athletes to self-report concussion symptoms, but more than 50% of concussions go undisclosed.
Aim: The aim of this study was to determine whether knowledge, attitudes, subjective norms, self-efficacy, social identity, and athletic identity explain variability in student-athlete concussion reporting intentions and behavior.
Materials And Methods: One hundred and forty-seven Division I and II collegiate student-athletes (male=23, female=56, missing=168; age=19.
Although a base level of knowledge is needed to recognize a concussion, knowledge-focused concussion educational materials ignore multifaceted barriers to concussion reporting. We compared student-athlete concussion reporting intentions and behaviors prior to and 1 year after exposure to an intervention or control treatment. We randomly assigned 891 collegiate student-athletes from three universities (Divisions I, II, III) to either the control group (National College Athletic Association [NCAA] Concussion Fact Sheet) or intervention group (theory-based, data-driven, multimedia, simulated concussion reporting module).
View Article and Find Full Text PDFPrimary Objective: The objective of this study was to determine whether sex, years of sport eligibility completed, and sport contact level influenced student-athletes' concussion reporting intentions and behaviours.
Research Design: Cross-sectional.
Methods And Procedures: Student-athletes (n = 828) reported their sex, years of sport eligibility completed, sport, and completed concussion reporting intentions and behaviours surveys.
BMC Health Serv Res
July 2007
Background: Many authors, as well as the American Physical Therapy Association, advocate that physical therapists adopt practice patterns based on research evidence, known as evidence-based practice (EBP). At the same time, physical therapists should be capable of integrating EBP within the day-to-day practice of physical therapy. The purpose of this study was to determine the extent to which personal characteristics and the characteristics of the social system in the workplace influence the propensity of physical therapists to adopt EBP.
View Article and Find Full Text PDFThis article introduces systems thinking and identifies its implications for practice-based learning and improvement. The article defines systems, identifies fundamental aspects of systems thinking, and provides strategies for creating more practice-based learning environments in medical contexts.
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