Pediatric Physical Therapy最新文献

Purpose: This study investigated differences in cardiorespiratory fitness (CRF) and other physical literacy domains between children with a chronic medical condition (CMC) who adhered to with the physical activity guideline and those who did not.

Method: Forty children with a CMC (7-12 years) wore an accelerometer for 7 days to measure moderate-to-vigorous physical activity. CRF and muscle power were assessed with a maximal cardiopulmonary exercise test, and motor performance was measured with an exercise course. Motivation, confidence, knowledge, and understanding were assessed with a questionnaire.

Results: Children who adhered to the PA guideline ( n = 13) scored significantly higher for CRF, muscle power, motivation and confidence than children who did not adhere to the PA guideline ( n = 27). No significant differences were found for motor performance, knowledge and understanding.

Conclusion: Future research should investigate the effect of paying specific attention to motivation and confidence in children with a CMC to stimulate their adherence to the PA guideline.

Purpose: The aim of this study was to describe existing GoBabyGo (GBG) programs with physical or occupational therapist (PT or OT) involvement and identify eligibility criteria and evaluation processes of organizations that build modified ride-on cars (MROCs).

Methods: Forty-four PTs and OTs completed a survey including descriptive information about GBG programs, barriers and facilitators, and functional aspects of the programs such as inclusion and exclusion criteria, outcome measure use, and follow-up practices.

Results: Findings demonstrated the heterogeneous nature of GBG programs. GBG programs most commonly serve 2 to-5-year-olds with cerebral palsy, spina bifida, and chromosomal abnormalities. Outcome measure use and follow-up was minimal, and successful MROC use definitions varied from independent driving to passive use.

Conclusions: Clinicians can use this information to help improve existing GBG programs and start new chapters as well as make appropriate referrals for clients who may benefit from a MROC.

Purpose: This study explored whether the type of torticollis, amount of tummy time or container time, participant age at examination, and Alberta Infant Motor Scales score influence the length of physical therapy care for infants with torticollis.

Methods: Data for 149 participants were extracted from medical records for infants with torticollis who received care between November 2018 and November 2021.

Results: Statistically significant correlations were found between length of care (LOC) and torticollis type, age at examination, active range of motion rotation deficit, and passive range of motion rotation deficit. A multiple regression model predicted LOC from age at examination in days, as well as passive and active rotation deficits.

Conclusion: Higher passive and active rotation deficits lead to longer LOC. However, longer lengths of care were associated with younger ages at examination, different from earlier studies.

Objective: Describe the development and implementation of an evidence-based practice (EBP) training program for occupational and physical therapists in a large pediatric hospital.

Context: EBP is valued, but a known knowledge-to-practice gap between academic training and clinical practice limits routine use. This gap was addressed through an academic-clinical partnership to develop an EBP training program.

Results: Sixty-one therapists completed the program. Therapists demonstrated improved EBP skills, knowledge, and confidence following training and a positive trend in change score for clinical outcomes and decision-making scores was noted.

Conclusion: Academic-clinical partnerships have a unique and valuable role to support professional EBP knowledge and skill development. Stakeholder support and engagement supported program development, execution, and meaningful outcomes.

Impact statement: The knowledge-to-practice gap for EBP is a challenge to regular EBP use. The described program addressed this challenge and improved therapists' knowledge, skills, and confidence. It provides a model for professional development.