Evidence-based practice and research utilisation: Perceived research knowledge, attitudes, practices and barriers among Australian paediatric occupational therapists

Lyons, Carissa; Brown, Ted; Tseng, Mei‐Hui; Casey, Jackie; McDonald, Rachael

doi:10.1111/j.1440-1630.2010.00900.x

Cited by 64 publications

(73 citation statements)

References 29 publications

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“…Similar to previous findings (Lyons, Brown, Tseng, Casey, & McDonald, 2011), occupational therapy fieldwork educators indicated the need for additional training when asked whether incorporating EBP assignments into the fieldwork experience is challenging. Moreover, qualitative findings from the present study raise questions regarding the participants' understanding of the term "evidence-based practice," with half of the interview participants (n = 3, 50%) describing assignments that do not require the student to demonstrate research or appraisal skills.…”

Section: Suggestions On How Fieldwork Can Be Improvedsupporting

confidence: 75%

Pennsylvania Occupational Therapy Fieldwork Educator Practices and Preferences in Clinical Education

Ryan¹,

Beck²,

Ungaretta³

et al. 2018

The Open Journal of Occupational Therapy

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Section: Suggestions On How Fieldwork Can Be Improvedsupporting

confidence: 75%

Pennsylvania Occupational Therapy Fieldwork Educator Practices and Preferences in Clinical Education

Ryan¹,

Beck²,

Ungaretta³

et al. 2018

The Open Journal of Occupational Therapy

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“…5 The benefits of athletic trainers (ATs) engaging in EBP include promotion of critical thinking by clinicians, 5 opportunity for third-party reimbursement, 5À7 growth and enhanced reputation of the athletic training profession, 5,6,8 support for treatments and interventions, 5 improved patient care, 5,7À11 and remaining current with health care trends. 5,9 As the movement for athletic training to continue to be recognized as a health care profession strengthens, both educators and clinicians should use EBP concepts in their daily clinical and teaching practices. Research into current EBP use among educators has begun and is gaining momentum 1,12,13 ; however, limited information is known about EBP use among clinicians.…”

mentioning

confidence: 99%

Athletic Trainers' Beliefs About and Implementation of Evidence-Based Practice

Keeley

Walker

Hankemeier

et al. 2016

Journal of Athletic Training

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Context:Understanding the beliefs about and use of evidence-based practice (EBP) among athletic trainers (ATs) will help to determine appropriate strategies to improve implementation.Objective: To examine the ATs' beliefs about and use of EBP.Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: A total of 467 ATs responded to the survey request, a response rate of 11.67%. A total of 385 (9.6%) completed the EBP Beliefs Scale and 342 (8.5%) completed the EBP Implementation Scale.Main Outcome Measure(s): The EBP Beliefs Scale and EBP Implementation Scale were administered. The surveys collected demographic information in addition to information about participants' beliefs regarding EBP and implementation of EBP in clinical practice.Results: The ATs demonstrated a level of neither agree nor disagree (56.00 6 7.86) on the EBP Beliefs Scale. Belief scores were higher among those ATs required to document for thirdparty reimbursement (P ¼ .001), those with access to current research through professional journals other than the Journal of Athletic Training (P ¼ .02), and those with a doctoral degree (P ¼ .01). A low level of implementation (9.00 6 11.38), representing the implementation of EBP approximately 0 times in the previous 8 weeks, was found on the EBP Implementation Scale. Implementation scores were higher among preceptors (P ¼ .01), those required to document for third-party reimbursement (P , .001), those with access to current research through professional journals (P ¼ .002), and those with a doctoral degree (P ¼ .01).Conclusions: Participants had a positive attitude toward EBP; however, they were not implementing EBP concepts when providing patient care. This suggests that additional information and EBP resources are needed so ATs can better implement EBP in practice. To provide the best patient care and to promote EBP within the profession, clinicians should make EBP a priority and advocate for EBP implementation.Key Words: evidence-based medicine, clinical practice, survey research Key PointsOverall, athletic trainers were neutral toward evidence-based practice but believed it results in the best clinical care for patients and is important to the credibility of the profession. Athletic trainers' level of implementation of evidence-based practice was low. Additional information and resources are needed so athletic trainers can better implement evidence-based practice. To provide the best patient care, promote evidence-based practice within the profession, and gain credibility with other health care professions, athletic trainers should become advocates for evidence-based practice and make it a priority.

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“…The fact that clinicians were reported to seldom have the time or access to the resources to seek evidence to support their practice, resulting in out-of-date practices was also raised and has been supported by some professional literature 29 .…”

Section: Clinical Educator As a Clinicianmentioning

confidence: 98%

Ethics and clinical education

Witt

2016

S. Afr. j. occup. ther

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This paper explores the ethical concerns which were identified in a mixed methods study to determine the facilitators and barriers to quality clinical education on the clinical training platform of the University of the Witwatersrand (Wits). Ethical and professional behaviour concerns were extracted and analysed from focus groups and questionnaires that were used to collect data for the study. The ethical and professional behaviour concerns and responsibilities are discussed in terms of the clinical educators in their role as both clinicians and educators. Ethical and professional concerns and responsibilities are also highlighted in respect of students in their role as developing learners and professionals. How students learn ethical and professional behaviour is discussed as well as how a clinical educator should encourage these important clinical competencies which students tend to learn in an overt rather than covert manner. The paper also considers how in a service delivery placement where the focus is on clients' right to care, and the students' right to education may be overlooked and their professional learning compromised. The importance of a sound clinical educator-student relationship is central to professional education and facilitation of reflective practice and clinical reasoning essential for the learning of ethical and professional behaviour. Key words: Clinical education, ethics, professional conduct

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Evidence-based practice and research utilisation: Perceived research knowledge, attitudes, practices and barriers among Australian paediatric occupational therapists

Cited by 64 publications

References 29 publications

Pennsylvania Occupational Therapy Fieldwork Educator Practices and Preferences in Clinical Education

Pennsylvania Occupational Therapy Fieldwork Educator Practices and Preferences in Clinical Education

Athletic Trainers' Beliefs About and Implementation of Evidence-Based Practice

Ethics and clinical education

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