scholarly journals Physical Therapy Clinical Instructor Self-Reported Evidence-Based Practice Use

2015 ◽  
Author(s):  
Debra Bierwas ◽  
Joan Leafman ◽  
Lisa Wallace ◽  
Donald Shaw ◽  
Steven Fehrer
Keyword(s):  
Physical Therapy ◽  
Clinical Education ◽  
Evidence Based Practice ◽  
Physical Therapists ◽  
Physical Therapist ◽  
The United States ◽  
Clinical Instructor ◽  
Evidence Based ◽  
Clinical Instructors ◽  
Professional Characteristics

Introduction: Evidence-based practice is a required component of student physical therapist education. Practice applying the five steps of evidence-based practice to patient care (formulate question, retrieve evidence, appraise evidence, integrate evidence, evaluate outcomes), most effectively performed during clinical education, must occur for students to become proficient. Clinical instructor use of evidence-based practice is essential to assure that student physical therapist practice occurs during clinical education. Purpose: The purpose of this study was to assess self-reported evidence-based practice use by physical therapy clinical instructors and examine whether an association exists between professional characteristics and evidence-based practice use. Methods: This study was a cross-sectional, descriptive study using an electronic survey to collect data on clinical instructor professional characteristics and evidence-based practice use. Results: Respondents included 376 physical therapists who were clinical instructors in the United States. Participant responses for frequency evidence-based practice steps use ranged from never to frequently. Specifically, respondents reported integrating evidence into clinical instruction: never 2.1% (n = 8); rarely 6.4% (n = 24); occasionally 13.3% (n = 50); sometimes 28.7% (n = 108); and frequently 49.5% (n = 186). There was no difference in evidence-based practice use as the result of age or highest degree. Respondents who were American Physical Therapy Association members or held an American Board of Physical Therapy Specialties certification reported using some of the evidence-based practice steps more frequently than those who were not. Discussion and Conclusion: Although the majority of respondents in this study reported using evidence-based practice to some extent, there was great variability. Student physical therapists may be exposed to evidence-based practice during clinical education since the majority of respondents, considering their role as clinical instructors, reported evidence-based practice use. However, exposure cannot be guaranteed for every student because some respondents reported never using evidence-based practice. Educational program use of supplemental learning activities during clinical experiences may facilitate student practice of all five steps of evidence-based practice during clinical education.

scholarly journals The Evidence-based Practice Beliefs and Knowledge of Physical Therapy Clinical Instructors

2016 ◽  
Author(s):  
Debra Bierwas ◽  
Joan Leafman ◽  
Donald Shaw
Keyword(s):  
Evidence Based Practice ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Evidence Based ◽  
Clinical Instructors ◽  
Cross Sectional ◽  
Negative Beliefs ◽  
Specialty Certification ◽  
Respondent Characteristics ◽  
Practice Knowledge

Introduction: For evidence-based practice to occur in patient management or clinical instruction, a knowledge of evidence-based practice principles is needed, including how to retrieve, appraise, and apply evidence. Attitudes and beliefs are also important, since for effective change in practice to occur it must be consistent with beliefs and needs. Purpose: The purpose of this study was to examine the evidence-based practice beliefs and knowledge of physical therapist clinical instructors and to determine whether differences in self-reported beliefs or knowledge existed based upon respondent characteristics of highest degree, age, association membership, and certification. Methods: For this cross-sectional descriptive study an electronic survey was used to collect data on respondent characteristics and evidence-based practice beliefs and knowledge. Results: Respondents were 376 physical therapists who were clinical instructors. A majority of respondents reported positive beliefs about evidence-based practice: welcome questions on practice (88.5 %, n = 333); fundamental to practice (89.7%, n = 337); practice changed because of evidence (81.1%, n = 305). From rating options of poor, fair, good, very good, and excellent, respondents most often selected good to describe knowledge level: formulate question 39.6% (n = 149); retrieve evidence 39.4% (n = 148); appraise evidence 44.1% (n = 166); and apply evidence 40.4% (n = 152). Nearly half of the respondents reported as either very good or excellent the ability to apply evidence (49.4%, n = 186). There were differences in evidence-based practice beliefs (degree H = 10.152, p = .038; membership z = 4.721, p = H = 27.712, p = z = 2.188, p = .03; certification z = 4.194, p = Conclusion: Respondents frequently reported positive beliefs about evidence-based practice and the possession of evidence-based practice knowledge. However, there were respondents who reported negative beliefs such as disagreeing that new evidence is important. There were wide variations in reported evidence-based practice knowledge. The largest percentage of respondents rated knowledge as good, the middle or ‘average’ rating on the five-point scale. There were differences in evidence-based practice beliefs and knowledge between groups for highest degree, association membership, and specialty certification.

scholarly journals Self-Reported Measurement of Heart Rate and Blood Pressure in Patients by Physical Therapy Clinical Instructors

2002 ◽  
Vol 82 (12) ◽  
pp. 1192-1200 ◽  
Author(s):  
Ethel M Frese ◽  
Randy R Richter ◽  
Tamara V Burlis
Keyword(s):  
Blood Pressure ◽  
Heart Rate ◽  
Clinical Practice ◽  
Physical Therapy ◽  
Clinical Education ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Practice Setting ◽  
Clinical Instructors ◽  
Strongly Agree

Abstract Background and Purpose. The Guide to Physical Therapist Practice (Guide) recommends that heart rate (HR) and blood pressure (BP) measurement be included in the examination of new patients. The purpose of this study was to survey physical therapy clinical instructors to determine the frequency of HR and BP measurement in new patients and in patients already on the physical therapists' caseload. The use of information obtained from HR and BP measures in decision making for patient care and the effects of practice setting and academic preparation on the measurement and use of HR and BP also were examined. Subjects and Methods. A sample of 597 subjects was selected from a list of 2,663 clinical instructors at the clinical education sites of the 2 participating universities. Clinical instructors from a variety of practice settings were surveyed. A 26-item survey questionnaire was mailed to the clinical instructors. Results. Usable survey questionnaires were received from 387 respondents (64.8%); 43.4% reported working in an outpatient facility. The majority of the respondents strongly agreed or agreed (59.5%) that measurement of HR and BP should be included in physical therapy screening. When asked if routinely measuring HR and BP during clinical practice is essential, opinions were nearly split (strongly agree or agree=45.0%, strongly disagree or disagree=43.7%, no opinion=11.3%). More than one third (38.0%) of the respondents reported never measuring HR in the week before the survey as part of their examination of new patients. A slightly larger percentage (43.0%) reported never measuring BP of new patients in the week before the survey. Conversely, 6.0% and 4.4% of the respondents reported always measuring HR and BP, respectively, of new patients in the week before the survey. When given a list of reasons why HR and BP were not routinely measured in their clinical practice, respondents most frequently chose “not important for my patient population” (52.3%). Relationships were found between practice setting and frequency of HR and BP measurement in new patients. Discussion and Conclusion. Practices related to HR and BP measurement reported by this sample of clinical instructors do not meet the recommendations for physical therapy care described in the Guide.

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

scholarly journals Measuring evidence-based practice in physical therapy: a mix-methods study

PeerJ ◽  
2022 ◽  
Vol 9 ◽  
pp. e12666
Author(s):  
Ricardo M. Ferreira ◽  
Pedro N. Martins ◽  
Nuno Pimenta ◽  
Rui S. Gonçalves
Keyword(s):  
Logistic Regression ◽  
Physical Therapy ◽  
Evidence Based Practice ◽  
Physical Therapists ◽  
Population Sample ◽  
Individual Characteristics ◽  
Evidence Based ◽  
Structured Interviews ◽  
Academic Degree ◽  
And Behaviors

Background Evidence-based practice (EBP) is considered the “holy grail” to manage patients by health practitioners (such as physical therapists). However, sometimes, patients are not treated with the best interventions for their condition. Although studies already explored the facilitators and barriers for this issue, they increase in the level of importance if the information gathered are context appropriated. As the profession is relatively new in Portugal, currently little is known about the implementation of EBP in Portuguese physical therapists context. So, the aim of this study is to know if the Portuguese physical therapists use an EBP, and collect and deeper understand the factors, barriers and facilitators associated with EBP. Methods This study incorporated a mixed-methods design (quantitative and qualitative). In an attempt to ensure the correct population sample, a national professional association e-mail database and the e-mails of past students from national schools were requested. For the quantitative data it was choose an e-survey, adapted from the EBP: Beliefs, Attitudes, Knowledge, and Behaviors of Physical Therapists Portuguese version questionnaire, consisted of 55 close-ended questions. It was analyzed response frequencies and associations between variables with logistic regression analyses. For the qualitative data, it was choose to perform semi-structured interviews in purposefully selected physical therapists to include different sociodemographic factors (especially those found to be statistically significant in the logistic regression) and survey responses regarding the physical therapists’ beliefs, attitudes, knowledge, and behaviors. The interviews were performed in an online software, where only audio contact was performed. The audios were anonymized and verbatim transcribed, and the texts explored by the thematic approach. Results From the 277 physical therapists that shown interest in participating in the study, 193 fully completed the questionnaire and, from those, 10 participated in the interviews. The Portuguese physical therapists reported positive beliefs, attitudes, knowledge, and behaviors regarding EBP. Among the physical therapists characteristics it seems that age (younger therapists), education (participating in continuing education courses; belonging to practice-orientated organizations; having a doctorate degree; pursuing a higher academic degree; and being a clinical instructor), and workplace (working for someone else account; and academic sector) are the main factors in the Portuguese EBP implementation. The Portuguese physical therapists, beyond the physical therapists individual characteristics and workplace, also stated that evidence, patients, clinical experience, schools, country and physical therapy characteristics, may behave as facilitators or barriers when performing an EBP.

scholarly journals Challenges for Evidence-Based Physical Therapy: Accessing and Interpreting High-Quality Evidence on Therapy

2004 ◽  
Vol 84 (7) ◽  
pp. 644-654 ◽  
Author(s):  
Christopher G Maher ◽  
Catherine Sherrington ◽  
Mark Elkins ◽  
Robert D Herbert ◽  
Anne M Moseley
Keyword(s):  
Physical Therapy ◽  
Critical Appraisal ◽  
Evidence Based Practice ◽  
Physical Therapists ◽  
Research Use ◽  
Evidence Based ◽  
High Quality Evidence ◽  
Barriers To Access ◽  
Consumer Access ◽  
Published Research

Although there is a growing awareness of evidence-based practice among physical therapists, implementation of evidence-based practice has proved difficult. This article discusses barriers to access and interpretation of evidence. Some solutions are offered, including facilitating the publication of all research, use of an optimum format for reporting research, maximizing the efficient use of electronic databases, improving physical therapists' skills in critical appraisal of published research, and fostering consumer access to evidence. These strategies and others discussed in the article might facilitate implementation of evidence-based physical therapy.

scholarly journals The First Year of Practice: An Investigation of the Professional Learning and Development of Promising Novice Physical Therapists

2010 ◽  
Vol 90 (12) ◽  
pp. 1758-1773 ◽  
Author(s):  
Lisa L. Black ◽  
Gail M. Jensen ◽  
Elizabeth Mostrom ◽  
Jan Perkins ◽  
Pamela D. Ritzline ◽  
...  
Keyword(s):  
Identity Formation ◽  
Professional Learning ◽  
Clinical Education ◽  
Physical Therapists ◽  
Physical Therapist ◽  
The United States ◽  
First Year ◽  
Clinical Environment ◽  
Learning And Development ◽  
New Graduates

Background The goal in studying expertise is not merely to describe ways in which experts excel but also to understand how experts develop in order to better facilitate the development of novices. The study of novice progression helps us to understand what successful versus unsuccessful learning looks like. This understanding is critical, as autonomous practice places increased demands for advanced clinical judgments and the ability to assume professional responsibilities. Objectives The purpose of this study was to explore the experiences, learning, and development of promising novice therapists throughout their first year of practice in the United States. Design and Methods A longitudinal, multiple-site qualitative case study method was used for within-case and across-case analysis. A purposive sample of 11 promising new graduates from 4 physical therapist education programs participated. Investigators followed the graduates throughout their first year of practice. Data sources included: (1) semistructured interviews conducted at baseline and every 3 months thereafter for 1 year, (2) reflective journals completed at regular intervals, and (3) review of academic and clinical education records and résumés. Results Four themes emerged: (1) the clinical environment influenced the novice physical therapists' performance, (2) participants learned through experience and social interaction and learning was primarily directed toward self, (3) growing confidence was directly related to developing communication skills, and (4) therapists were engaged in professional identity formation and role transitions. Conclusions The findings suggest there are common experiences and themes that emerge as novice physical therapists develop. Although research has been conducted on expertise in physical therapy, few longitudinal investigations have explored the development of therapists across transitions from graduate to novice to expert practitioner. This study explored and described the learning and development of graduates during their first year of practice.

scholarly journals Creative Problem Solving and Social Cooperation of Effective Physical Therapy Practice: A Pioneer Study and Overview

2003 ◽  
Vol 3 ◽  
pp. 291-297
Author(s):  
Eli Carmeli
Keyword(s):  
Physical Therapy ◽  
Clinical Education ◽  
Physical Therapists ◽  
Social Cooperation ◽  
Clinical Instructors ◽  
Considerable Effort ◽  
Educational Methods ◽  
Patient Interaction ◽  
Creative Problem ◽  
Therapy Sessions

Action research (AR) has an important role to play in educating physical therapists. Increasing efforts should be encouraged to instigate AR programs in physical therapy practice and clinical education. Such programs commonly require considerable effort and understanding by clinical instructors, and require adoption of new educational methods. AR programs can lead physical therapists and clinicians to be more questioning and reflective in evaluating practical questions regarding patient therapy and education. The purpose of this article is to educate the readers on the importance of AR and to provide a few relevant references on that topic. A specific study is described in this paper in which physical therapy clinical instructors participated in a structured workshop designed to demonstrate the values of AR and how such values can be incorporated in teaching their students. AR can lead to improved therapist-patient interaction and help solve specific practical problems arising during therapy sessions.

scholarly journals A PARADIGM SHIFT FROM PRACTICE TO RESEARCH… EMERGENCE OF EVIDENCE BASED PRACTICE

2012 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Amna Aamir Khan
Keyword(s):  
Physical Therapy ◽  
Paradigm Shift ◽  
Evidence Based Practice ◽  
Physical Therapist ◽  
Evidence Based ◽  
Current Practices

What is change? Why is it difficult to either become a part of the change or to introduce the change? The abhorrent situations were faced with the introduction of Evidence Based Practice (EBP) in the emerging field of Rehabilitation. Globally, EB physical therapy practice (EBPTP) has brought innovation and revolution in the current practices of Physical Therapist (PT) and has become a challenge for them. Worldwide these challenges have already been popularized for more than twenty years but we might need another decade to practice it in Pakistan.

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