Interprofessional Evidence-Based Clinical Scholar Program: Learning to Work Together

Moyers, Penelope A.; Guthrie, Patricia Lou Finch; Swan, Alice R.; Sathe, Laurie Anderson

doi:10.5014/ajot.2014.012609

Cited by 8 publications

(5 citation statements)

References 26 publications

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“…The hospital had four separate IEBP project teams in the cohort. Each cohort met bimonthly, using an IEBP textbook (Moyers & Finch-Guthrie, 2016). Instruction consisted of formal classroom instructional time and project time.…”

Section: Backg Roundands I G Nifi C An Cementioning

confidence: 99%

Sustained delirium reduction in an inpatient neuroscience unit

Kozub,

Hedquist,

et al. 2024

Worldviews Ev Based Nurs

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BackgroundDelirium is described as acute brain dysfunction that often fluctuates throughout the day and is highly prevalent in hospitalized adults. Delirium negatively affects patient outcomes with consequences including decreased cognitive functioning and increased mortality and healthcare costs. Furthermore, neurological patients are at increased risk for developing delirium due to their underlying diagnoses.PurposeThe purpose of this evidence‐based practice project was to evaluate the long‐term impact of nursing education and use of trained volunteers to prevent the development of delirium in an inpatient neuroscience unit.Implementation PlanThis was a pre–post designed evidence‐based practice project to educate and prioritize nursing care interventions for delirium prevention compared to a delirium management framework. The interventions included delirium education for nurses and nursing assistants along with the development of a specialized volunteer program to implement non‐pharmacological, multi‐component delirium prevention interventions. Long‐term sustainment and enculturation occurred over the subsequent year.OutcomesThe baseline data collection period included 2520 patients. The intervention period included 4515 patients, with both groups being similar in age, race, gender, and length of stay. The total number of patients with a discharge diagnosis of delirium decreased from 29.2% to 19.8% (p < .001). Fewer patients in the intervention group were discharged to a skilled nursing facility (p < .001) and other post‐acute facility (p = .008), along with more patients being discharged to home care (p < .001).Linking Evidence to ActionThis evidence‐based practice project demonstrates long‐term sustained reduction of delirium in the neuroscience population. Despite the challenges during the COVID‐19 pandemic, delirium prevention strategies were found to be effective in decreasing the rate at which patients develop delirium.

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Section: Backg Roundands I G Nifi C An Cementioning

confidence: 99%

Sustained delirium reduction in an inpatient neuroscience unit

Kozub,

Hedquist,

et al. 2024

Worldviews Ev Based Nurs

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“…Although occupational therapy education programs train students to critically appraise research, they may lack the opportunity to directly apply it to a real-life client in a practice scenario (Moyers et al, 2014). It is important to link evidence to the treatment planning and clinical reasoning process.…”

Section: Developing and Applying Evidence Across Pediatric Settingsmentioning

confidence: 99%

Becoming Critical Consumers of Evidence in Occupational Therapy for Children and Youth

Grajo

Laverdure

Weaver

et al. 2020

The American Journal of Occupational Therapy

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This special issue of the American Journal of Occupational Therapy on interventions for children and youth highlights the current developments in and evidence for the effectiveness of occupational therapy interventions and psychometric properties of assessments for children and youth. In this guest editorial, we identify various factors that challenge the implementation of evidence-based strategies in daily clinical practice. We assert that scholars, educators, and practitioners need to address several strategic steps. To facilitate critical consumption of evidence in practice, efforts need to be made to build capacity for evidence production and evidence use through implementation science and to ensure that evidence-based practice is not only taught but also reflectively applied across the educational curriculum and that clinicians are given more access to resources that are easy to translate to daily clinical practice. I n the past decade, growth of the published evidence on the efficacy and effectiveness of occupational therapy interventions for children and youth has been expansive. The American Journal of Occupational Therapy has published three special issues focusing on children and youth: first in 2013 (early intervention), second in 2018 (sensory integration), and the current issue (interventions for children and youth). This special issue contains 17 articles addressing various current issues and trends in occupational therapy practice for children and youth, including 8 systematic reviews, 6 of which are part of the American Occupational Therapy Association's (AOTA's) Evidence-Based Practice (EBP) Project. AOTA has also published four practice guidelines for children and youth based on many of the systematic reviews that have been completed: early childhood (ages 0-5 yr; Frolek-Clark & Kingsley, 2013); mental health promotion, prevention, and intervention (Bazyk & Arbesman, 2013); children and adolescents with challenges in sensory processing and integration (Watling et al., 2018); and people with autism spectrum disorder (Tomchek & Koenig, 2016). Updates and expansions to current practice guidelines as well as new practice guidelines for children and youth (ages 5-21 yr) are forthcoming. Systematic reviews are increasingly being used as a mechanism to consolidate information on intervention efficacy and effectiveness. However, the use of systematic reviews has been documented as posing challenges to daily use by practicing clinicians (Gervais et al., 2002). Using a focus group discussion methodology, DiRezze et al. (2013) explored how the use of tables summarizing findings from systematic reviews can aid practitioners in translating knowledge to practice, known as knowledge translation (KT). They found that practitioners may benefit from translation of technical statistical findings, summaries of direct and practical

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“…In combination, OT accreditation standards and their COE conforms to the principles and aims of IPEC's core competencies, seeking commonalities across ethics, values, skills, and practices. IPE methodology is steadily emerging within the field of graduate-level OT professional training with documented benefits, including improvement in role clarification (Halle et al, 2019;Mellor et al, 2013;Shoemaker et al, 2014), increased value for the contributions of other professionals, and teamwork (Morrell et al, 2018;Moyers et al, 2014). Undergraduates who plan to pursue a professional OT degree, however, have limited IPE opportunities to develop foundational collaborative practice attitudes and skills.…”

Section: Pre-occupational Therapy Studentsmentioning

confidence: 99%

Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education

Amato¹,

Konrad²,

Clarke³

et al. 2020

ASW

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This paper examines the integration of undergraduate teacher education students into interprofessional activities with social work and pre-occupational therapy undergraduates. Like health professionals, school-based professionals work across disciplines daily and come together for critical decision-making on behalf of vulnerable and special needs students. Although evidenced-based pedagogy in interprofessional education (IPE) has become common in graduate and professional health education, less is known about its implementation in undergraduate education and with non-health-related disciplines. This article describes a 2-year interprofessional undergraduate simulation project with social work, teacher education, and pre-occupational studies students working prospectively in a K-12 school setting. Survey data found that students gained confidence in their disciplinary roles as well as in their abilities to communicate and collaborate effectively as a result of participation in the school-based simulation and related activities. The project highlighted the benefits of situating theory-driven undergraduate interprofessional learning in settings beyond healthcare and the need for developing assessment tools inclusive of undergraduates and relevant to a range of workforce environments.

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Interprofessional Evidence-Based Clinical Scholar Program: Learning to Work Together

Cited by 8 publications

References 26 publications

Sustained delirium reduction in an inpatient neuroscience unit

Sustained delirium reduction in an inpatient neuroscience unit

Becoming Critical Consumers of Evidence in Occupational Therapy for Children and Youth

Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education

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