The Client-Centred Evidence-Based Practice of Occupational Therapy

Egan, Mary; Dubouloz, Claire-Jehanne; Zweck, Claudia von; Vallerand, Josée

doi:10.1177/000841749806500303

Cited by 59 publications

(48 citation statements)

References 20 publications

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“…The term refers to the formulation of treatment decisions using the best available research evidence [12,13]. In occupational therapy, such research is traditionally undertaken through the measurement of specific skills using outcome measures developed by professionals [14].…”

Section: Introductionmentioning

confidence: 99%

Client Perspectives on Occupational Therapy in Rehabilitation Services

Pálmadóttir

2003

Scandinavian Journal of Occupational Therapy

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Palmadottir G. Client perspectives on occupational therapy in rehabilitation services. Scand J Occup Ther 2003; 10: 157 Á/166.The purpose of this qualitative study was to explore clients' perspectives on the outcome of occupational therapy practice in rehabilitation and, furthermore, to look at certain components of practice and explore whether and how they may influence clients' practice experience. Data were gathered through open, unstructured interviews with 20 adult clients after discharge from rehabilitation institutions in Iceland. Analysis of data was performed using both the constant comparative method and the coding procedures of the grounded theory approach. Results emerged around three interwoven categories: balance and enjoyment, enabling everyday life, and building a new future. Although mainly positive, people did also offer some negative points of view. Positive outcomes of occupational therapy are experienced at different levels and enhanced by organization of the therapy process, purpose and meaning of occupations, and the relationship between client and therapist. It is concluded that occupational therapists working in rehabilitation may have to pay more attention to their clients' occupational issues and needs and involve them more in a goal-directed therapy process. Occupations used in therapy should be more balanced to meet the different needs of men and women and reflect the whole occupational spectrum of each individual.

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Section: Introductionmentioning

confidence: 99%

Client Perspectives on Occupational Therapy in Rehabilitation Services

Pálmadóttir

2003

Scandinavian Journal of Occupational Therapy

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“…This framework uses a broader view of 'evidence' because it considers sources of evidence other than that which come from empirical research and randomized clinical trials. Text books, qualitative research, colleagues, clinical experience, clients and their families, outcome measurement, and observation constitute acceptable sources of evidence (Bennett and Bennett 2000;Egan et al 1998). In addition to this broader conceptualization of evidence, there is one other characteristic difference between EBP in OT and this approach in other health professions such as medicine.…”

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confidence: 99%

“…The client-centered evidence-based practice of the OT model, positions the client at the center of the decision-making process. It not only values the clinician's knowledge and expertise for decision-making but acknowledges the client's knowledge and experiences as essential to the EBP process (Egan et al 1998;Hammell 2001).…”

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confidence: 99%

Evidence-based practice: a review of theoretical assumptions and effectiveness of teaching and assessment interventions in health professions

Thomas

Saroyan

Dauphinee

2010

Adv in Health Sci Educ

105

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Health care professionals are expected to use a systematic approach based on evidence, professional reasoning and client preferences in order to improve client outcomes. In other words, they are expected to work within an evidence-based practice (EBP) context. This expectation has had an impact on occupational therapy academic programs' mandates to prepare entry-level clinicians who demonstrate competence in the knowledge, skills and behaviors for the practice of evidence-based occupational therapy. If the EBP approach is to be entrenched in the day to day practice of future clinicians, a pedagogically sound approach would be to incorporate EBP in every aspect of the curriculum. This, however, would require a comprehensive understanding of EBP: its basis, the principles that underpin it and its effectiveness in promoting core professional competencies. The existing literature does not elucidate these details nor does it shed light on how requisite competencies for EBP are acquired in professional education in general and in occupational therapy education in particular. Drawing from educational psychology and EBP in the health professions, this paper provides a critical review of the evidence that supports EBP and the effectiveness of EBP teaching and assessment interventions in professional heath sciences programs and offers suggestions for the design of EBP instruction, grounding recommendations in educational theory for the health professions.

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“…Evidence-based medicine (EBM) has been endorsed for more than 300 years, but the term evidence-based practice only began to appear in occupational therapy literature in the mid-to-late 1990s (Egan, Dubouloz, Von Zweck, & Vallerand, 1998;Law & Baum, 1998). Evidence-based practice (EBP) involves the use of research evidence combined with clinical reasoning and experience to make decisions about which interventions would be the most effective for a specific client (Law & Baum, 1998) During the didactic portion of coursework, OT students need to be able to select appropriate assessment tools, apply evaluations, and develop intervention plans that are all evidence-based (ACOTE, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%