Differences in the Use and Perceptions of Evidence-Based Practice between Occupational Therapy Students and Practitioners

Creighton, Paige; Laughlin, Kersten; Hale, Shelby; Long, Kelsie; DeRolf, Annie L.; VanDeman, LeAnn

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Differences in the Use and Perceptions of Evidence-Based Practice between Occupational Therapy Students and Practitioners

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MLA citation style (9th ed.)

Creighton, Paige, et al. Differences In the Use and Perceptions of Evidence-based Practice Between Occupational Therapy Students and Practitioners. Nichols, Alison.University of Indianapolis. 2017. uindy.hykucommons.org/concern/generic_works/8be41d8f-5715-4b03-9cf6-2a14793a2b8d.

APA citation style (7th ed.)

C. Paige, L. Kersten, H. Shelby, L. Kelsie, D. A. L, & V. Leann. (2017). Differences in the Use and Perceptions of Evidence-Based Practice between Occupational Therapy Students and Practitioners. https://uindy.hykucommons.org/concern/generic_works/8be41d8f-5715-4b03-9cf6-2a14793a2b8d

Chicago citation style (CMOS 17, author-date)

Creighton, Paige, Laughlin, Kersten, Hale, Shelby, Long, Kelsie, DeRolf, Annie L., and VanDeman, LeAnn. Differences In the Use and Perceptions of Evidence-Based Practice Between Occupational Therapy Students and Practitioners. University of Indianapolis. 2017. https://uindy.hykucommons.org/concern/generic_works/8be41d8f-5715-4b03-9cf6-2a14793a2b8d.

Note: These citations are programmatically generated and may be incomplete.

This study explored differences in perceptions of evidence-based practice (EBP) between occupational therapy (OT) students and practitioners. Researchers aimed to understand student and practitioner perceptions of barriers, knowledge, attitudes, and confidence in EBP. Eighty-three OT students and practitioners completed an online survey, and seven individuals participated in a focus group. Results indicated practitioners were more confident in utilizing EBP, particularly when applying EBP to a client and assessing its efficacy on client outcomes. Students and practitioners identified time as the highest perceived barrier to EBP implementation. Three themes emerged from the focus group responses: supports and barriers to EBP, client-centered EBP, and perceptions of EBP by role. These results support a gap between student and practitioner perceptions as related to EBP implementation. It is critical for practitioners to demonstrate EBP implementation in order to bridge the disconnect between student and practitioner utilization of EBP.

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