International Position Statements on Evidence-Based Practice in Occupational Therapy: A Qualitative Content Analysis

2020 ◽  
Author(s):  
Katrina M. Serwe ◽  
Kimberly Cores ◽  
Maria Mettler ◽  
Jamie Smith ◽  
Kaitlyn Steger ◽  
...  
Keyword(s):  
Content Analysis ◽  
Occupational Therapy ◽  
Evidence Based Practice ◽  
Qualitative Content Analysis ◽  
Evidence Based

The Client-Centred Evidence-Based Practice of Occupational Therapy

1998 ◽  
Vol 65 (3) ◽  
pp. 136-143 ◽  
Author(s):  
Mary Egan ◽  
Claire-Jehanne Dubouloz ◽  
Claudia Von Zweck ◽  
Josée Vallerand
Keyword(s):  
Occupational Therapy ◽  
Process Model ◽  
Evidence Based Practice ◽  
Scientific Evidence ◽  
Treatment Decision ◽  
Population Based ◽  
Individual Characteristics ◽  
Evidence Based ◽  
Health Related ◽  
Problem Solving Process

Evidence-based practice has its roots in evidence-based medicine. This term refers to the formulation of treatment decision using the best available research evidence. While the concept has gained increased attention among health care workers in the recent past, practice based on scientific evidence has been recommended for over 300 years. However, all health-related professions continue to report difficulties adopting evidence-based practice. Notably, practitioners are often concerned that results of population-based research may not be relevant for their specific patients. This may be of particular concern for occupational therapists who aim to provide client-centred intervention, taking into consideration individual characteristics of the client, the environment and the occupation. As well, those wishing to practice evidence-based occupational therapy must determine which decisions are made during the course of therapy and what evidence may impact on these decisions. The Occupational Performance Process Model (Fearing, Law & Clark, 1997) outlines the occupational therapy problem solving process and assists therapists to integrate knowledge from both client and therapist. A framework for evidence-based occupational therapy is presented, based on this model.

scholarly journals Increasing Rehabilitation Therapists’ Confidence Utilizing Evidence-Based Interventions: Pilot Study

2018 ◽  
Author(s):  
Stephanie Hovick ◽  
Ingrid Provident
Keyword(s):  
Physical Therapy ◽  
Occupational Therapy ◽  
Evidence Based Practice ◽  
Physical Therapists ◽  
Skilled Nursing Facility ◽  
Occupational Therapists ◽  
Evidence Based ◽  
Nursing Facility ◽  
Skilled Nursing ◽  
Confidence Levels

Evidence-based practice enables rehabilitation therapists to provide the best quality of care and outcomes for patients. However, rehabilitation therapists are often not confident in using evidence in many settings. Purpose. The objective of this evidence-based practice project was to determine if educational small group sessions enhanced occupational therapists, occupational therapy assistants, physical therapists, physical therapy assistants, and a speech and language pathologist’s confidence in utilizing and applying evidence. Method. Eleven rehabilitation therapists of multiple disciplines (occupational therapists, occupational therapy assistants, physical therapists, physical therapy assistants, and a speech and language pathologist) from a skilled nursing facility participated in six educational sessions designed to increase evidence-based practice. A pre- and post-test utilizing the Evidence-Based Practice Profile Questionnaire (EBPPQ), measured change in therapists’confidence regarding evidence-based practice. Results. Results on the Evidence-Based Practice Profile Questionnaire concluded that 7 of 11 rehabilitation therapists reported an increase in confidence levels. Conclusion. Educational small group sessions can be an effective method to assist rehabilitation therapists in developing this confidence. KEYWORDS: Evidence-based practice, confidence levels, rehabilitation therapists, educational sessions, skilled nursing facility

Dare to Care: A Qualitative Content Analysis Regarding Nursing Students’ View on HIV in Vietnam

2018 ◽  
Vol 30 (4) ◽  
pp. 187-194 ◽  
Author(s):  
Johanna Bernhed ◽  
Mimmi Mollstedt ◽  
Kristina Rosengren
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Qualitative Content Analysis ◽  
Hiv Positive ◽  
Evidence Based ◽  
Nursing Skills ◽  
Positive Population

In Vietnam, HIV-positive population, as well as the stigmatization of this disease, is increasing, which affects patients and staff, thus requiring improvement. Nurses have a central role in adopting UNAIDS 90-90-90 vision regarding knowledge and treatment without risk. The aim of this study is to describe nursing students’ experiences with HIV in Hanoi, Vietnam. Interviews with seven nursing students were performed. Data were analyzed using content analysis. The results formed one category, dare to care, and three subcategories: being careful, managing fear, and creating trust. This study highlighted the importance of awareness of values (visualize stigmatization) to develop guidelines (built on evidence-based knowledge) to transform knowledge (theoretical, practical) through nursing skills that are performed to manage fear and create trustful care for HIV-positive patients.

scholarly journals A Survey of Occupational Therapists on a New Tool for Sensory Processing

2020 ◽  
Vol 2020 ◽  
pp. 1-11
Author(s):  
Caroline J. Mills ◽  
Elisabeth Michail ◽  
Rosalind A. Bye
Keyword(s):  
Content Analysis ◽  
Occupational Therapy ◽  
Sensory Processing ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
Occupational Therapists ◽  
Descriptive Statistics ◽  
Planning Tool ◽  
Processing Differences ◽  
Further Development

Occupational therapy is the leading profession with regard to supporting children who experience difficulties with occupations as a result of sensory processing differences. However, there are mixed reports with regard to the efficacy of various sensory interventions and approaches, leaving little clear guidance for occupational therapists supporting children with these difficulties. The Sensory Form is a planning tool developed in 2017 to guide occupational therapists in their professional reasoning for assessment and intervention of sensory processing differences. To date, no research has been conducted on its use. Researchers introduced the tool to 20 occupational therapists with relevant experience and conducted an online survey of their perceptions about The Sensory Form. Findings were analysed using descriptive statistics and qualitative content analysis. Therapists reported that they found the tool acceptable for use, described key strengths and weaknesses of The Sensory Form, and outlined changes to improve the tool. The Sensory Form may have an application in guiding the practice of therapists supporting children with sensory processing differences. Further development of associated resources may be warranted.

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