The purpose of this study was to explore occupational therapists' attitudes, knowledge, and use of evidence-based practice. Results indicated that therapists have positive attitudes toward evidence-based practice; however, use of research evidence in practice remains limited primarily due to lack of time. Suggestions for clinical and academic partnerships are offered.

Results suggest that infant gross motor development may be related to sleep and play positioning. Information regarding infants' sleep and awake positioning may be important to occupational therapists when evaluating gross motor development. Implications for caregiver education and future research are proposed.

Health care providers have adopted a family-centered care (FCC) approach. Parent satisfaction is an indicator of the effectiveness of FCC. The purpose of this project was to describe parent perceptions of the extent to which FCC behaviors occurred in an outpatient pediatric rehabilitation facility. The Measure of Processes of Care (MPOC)-20, a quantitative measure of parent perceptions related to FCC, was completed by 246 families with children receiving outpatient rehabilitation services. Eleven parents were randomly selected to participate in individual interviews. Four themes emerged, which are as follows: (a) parents were satisfied; (b) parents valued personal and sustained connections with professionals; (c) parents expressed a desire to interact with other parents; and (d) some parents may benefit from additional written information. Sustained connections with professionals and opportunities to interact with other parents were important aspects of care provision. Provision of written information was ranked lower than other domains on the MPOC-20.

Written reflections of 113 occupational therapy clinical doctoral students who graduated from an online program between 2007 and 2013 were analyzed for themes which reflected transformative learning and characteristics of curricular design which promoted transformative learning. Qualitative analyses of written reflections were performed. Several themes emerged which are presented using the framework of Person/Learner, Environment/Learning Context, and Occupation/Engagement in Learning Activities. Strategies such as active learning; assignments that directly apply to students' work settings; implementation of a cohort model; and use of reflection, dialog, and project implementation appear to be effective in facilitating transformative learning in an online clinical doctoral program.

Written reflections of 113 occupational therapy clinical doctoral students who graduated from an online program between 2007 and 2013 were analyzed for themes which reflected transformative learning and characteristics of curricular design which promoted transformative learning. Qualitative analyses of written reflections were performed. Several themes emerged which are presented using the framework of Person/Learner, Environment/Learning Context, and Occupation/Engagement in Learning Activities. Strategies such as active learning; assignments that directly apply to students’ work settings; implementation of a cohort model; and use of reflection, dialog, and project implementation appear to be effective in facilitating transformative learning in an online clinical doctoral program.