Athletic Trainers’ Perceptions of Implementing Web-Based Quality Improvement Modules for Clinical Documentation

Context Quality improvement (QI) and clinical documentation are essential components of clinical practice and professional education, but more learning opportunities are needed in these areas. Web-based learning provides an accessible platform for guided learning experiences. Objective Develop and implement web-based educational modules to guide athletic trainers through a quality improvement (QI) project to improve clinical documentation. Design Consensual qualitative research (CQR). Setting Web based. Patients or Other Participants Thirty-three athletic trainers employed in the secondary school setting within the Rocky Mountain Athletic Trainers’ Association. Data Collection and Analysis Using the concepts of adult learning theories and competency-based education, we developed educational modules that guide learners through a QI project to documentation within their workplace. The four modules included foundational information on QI and documentation, identification of practice gaps, development of an aim statement and action plan, implementation of 1 Plan, Do, Study, Act cycle, and submission of a run chart over a 4-month timeframe. Three researchers developed the modules, and two external reviewers validated them. After recruiting participants via purposeful and snowball sampling, participants completed the modules over a 4-month period, followed by an individual interview reflecting on their experiences. We analyzed data using the CQR approach using four internal rotating auditors and one external auditor. Results One domain, including four categories, emerged regarding the educational modules. Participants were satisfied with the learning experience, which was attributed to the format and content of the modules. Participants also suggested changes , including more examples and support for creating run charts. Conclusions Participants enjoyed the web-based learning platform because it was accessible, provided a structured learning experience, and included content that effectively guided them through the QI process. Participants were satisfied with the learning experience and desired more continuing education opportunities using this format. Educators may consider using web-based technology to engage both professional and postprofessional learners.