Closing the gap: collaborative learning as a strategy to embed evidence within occupational therapy practice

Authors: Welch, Amanda; Dawson, Pamela

Source: Journal of Evaluation in Clinical Practice, Volume 12, Number 2, April 2006 , pp. 227-238(12)

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Abstract:

Rationale

The principles of clinical governance apply as guidelines for good practice to all practitioners. However, evidence-based practice (EBP) is proving a challenge for practitioners who lack the confidence to consume published research. For therapists not wishing to undertake formal study there is a risk of becoming disempowered within a culture of EBP. Opportunities to develop skills in consuming research have focused on the information dissemination model that has limited effect. Mutual reflective learning processes are recommended to empower practitioners to bridge the theory-practice gap. Aim

An action research approach investigated practice based collaborative learning as a catalyst to increase therapist's competence and confidence in consuming research and to explore the transition toward EB practitioner. Method and Results

A diagnostic survey reaffirmed therapist's lack of confidence in EBP. Formative interviews (n = 5) found an over reliance on professional craft and personal knowledge. Research knowledge was not included in participants' construct of a good practitioner and engagement in higher order critical reflection was limited. Collaborative learning groups (n = 6) embedded in practice integrated research, theory, practice and critical reflection. Supported by the collegial learning environment, a learning package developed participants' confidence and competence in consuming published research. Summative interviews (n = 5) evaluated the group and found that therapists were empowered to incorporate propositional knowledge into their clinical reasoning, engage in critical reflection and challenge their practice. They felt confident to incorporate EBP into their continuing professional development plans. Sustainability of these changes requires commitment from the therapists and the workplace.

Keywords: collaborative learning; evidence-based practice; occupational therapy

Document Type: Research article

DOI: http://dx.doi.org/10.1111/j.1365-2753.2005.00622.x

Affiliations: 1: Principal Lecturer Allied Health Research, Division of Allied Health Studies, School of Health Community and Education Studies, Northumbria University, Coach Lane Campus, Newcastle upon Tyne, UK

Publication date: 2006-04-01

Closing the gap: collaborative learning as a strategy to embed evidence within occupational therapy practice

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