Role of research in occupational therapy clinical practice: Applying action learning and action research in pursuit of evidence‐based practice

Abstract

The ALAR model contributed towards a scholarship of practice where the students, clinical educator and residents of a dementia unit all experienced the value of research.

Beliefs and implementation of evidence‐based practice among nurses and allied healthcare providers in the Valais hospital, Switzerland

“…[10][11][12][13] Briefly, sociodemographic characteristics such as a nurse's level of training, the professional function occupied, age, and the number of years of professional experience are all associated with beliefs about EBP and the capacity to implement it. 14,15 Lack of time and support from the hierarchy in certain stages of the EBP process have also been documented as barriers. 16 Finally, several authors have highlighted the lack of understanding about the concept of EBP as the most important barrier to its implementation by healthcare professionals, even among clinical nursing specialists.…”

“…However, using EBP in healthcare still faces several barriers; these have been documented in exploratory and observational studies . Briefly, sociodemographic characteristics such as a nurse's level of training, the professional function occupied, age, and the number of years of professional experience are all associated with beliefs about EBP and the capacity to implement it . Lack of time and support from the hierarchy in certain stages of the EBP process have also been documented as barriers .…”

Positioning occupational therapy as a discipline on the research continuum: Results of a cross‐sectional survey of research experience

“…Several studies have investigated reasons for the lack of engagement of Occupational Therapists in research and EBP and have identified common barriers. These barriers include lack of skill, knowledge and experience; lack of confidence; lack of time; workload pressures; lack of evidence and summaries of evidence; access to resources; access to academics and management support (Bennett et al ., ; Du Toit, Wilkinson & Adam, ; Lyons, Brown, Tseng, Casey & McDonald, ; Lyons, Casey, Brown, Tseng & McDonald, ; McCluskey, ; Upton, ; Welch & Dawson, ). Some innovative models have been developed to overcome barriers and to support Occupational Therapists, clinical teams and organisations to move along the research continuum (Caldwell, Whitehead, Fleming & Moes, ; Du Toit et al ; Finlayson, Shevil, Mathiowetz & Matuska, ).…”

Research in lower middle income countries – recommendations for a national mental health research agenda in South Africa

“…Due to the resource constraints in LMICs, possible strategies that could be employed are: integrating formal systematic reviews as part of MMED or Masters Programs in collaboration with the South African evidence-based centers, involving mental health students in small scale action research projects in the clinical context as part of the implementation of evidence based practice 40 , providing mental health research and information literacy training to health managers and improving access to evidence based summaries, guidelines and mental health research publications. 28 In addition, more Centers such as the Alan J. Flisher Centre for Public Health should be established.…”