Changes in Knowledge, Skills, and Confidence in Fieldwork Educators After an Evidence-Based Practice Short Course

Abstract

Background: It is critical that fieldwork educators demonstrate effective use of evidence for clinical decision making so that occupational therapy (OT) students learn to apply concepts from the classroom to everyday practice.

Social, health and rehabilitation sector educators’ competence in evidence‐based practice: A cross‐sectional study

“…( 2011 ) reported that educators who have published research articles and participated in research and development also used evidence in nursing education. It has been established that even short periods of continuing education significantly increase EBP competence and understanding of the need for EBP in healthcare systems (Fiset et al., 2017 ; Keib et al., 2017 ; Nichols, 2017 ; Ruzafa‐Martínez et al., 2016 ). It should also be noted that most of the educators in Profile C were social educators, while the majority of educators in Profiles A and B were health science educators, to whom the concept of EBP is more familiar.…”

Development and testing of an instrument (HeSoEduCo) for health and social care educators' competence in professional education

“…Moreover, it has clear importance in practice for professionals in both health (Patelarou et al, 2013) and social care (Mullen, 2014) sectors. However, educators have been shown to lack sufficient competence in evidence-based practice, although even short targeted educational courses can significantly improve their awareness of its necessity (Nichols, 2017).…”

Student Perspectives of the Effective Behaviors of Occupational Therapy Level II Fieldwork Educators

“…Additionally, Stronge and Cahill (2011) reported students experienced challenges to evidence-based practice while on fieldwork as lack of time, fieldwork educators not practicing it, and difficulty finding evidence. In a small study by Nichols (2017), fieldwork educators who participated in a three hour evidence-based practice course improved their knowledge, skills, and confidence in evidence-based practice. Courses such as these could lead to better modeling of evidence-based practice for fieldwork students, assisting them to translate classroom knowledge to the clinic.…”