The Correlation between Confidence and Knowledge of Evidence-Based Practice among Occupational Therapy Students

Abstract

Evidence-based practice (EBP) is used throughout multiple health-care professions and includes the use of best research available, client preferences, and the practitioner's experience. Occupational therapy educational programs are required to incorporate EBP into their curriculum. A convenience sample of occupational therapy students from a private university completed a survey designed to measure students' knowledge and confidence in EBP. The survey consisted of the Knowledge of Research Evidence Competencies (K-REC) and the Evidence-Based Practice Confidence (EPIC) scale, as well as demographic questions. Of the respondents (n = 47), third-year students indicated higher confidence in the ability to utilize EBP and higher levels of knowledge related to EBP than second-or first-year students. The more didactic and clinical experience that the students had, the more knowledge related to EBP they had, which increased their confidence in the implementation of EBP. The knowledge and confidence that students gain of EBP within their educational training and clinical experiences can influence their future use and implementation of EBP as clinicians. Without this information, therapists will lack the confidence and ability to apply EBP principles in a changing and demanding health-care environment.

Diy Biophilia: Development of the Biophilic Interior Design Matrix as a Design Tool

“…Future testing with experienced users of the BDM could identify if knowledge increases correspondingly with confidence levels. This would align with other findings of a correlation between confidence and knowledge increasing among occupational therapy students as evidence‐based practice experience increased (DeCleene Huber et al, ).…”

Knowledge, Practice and Self-Efficacy in Evidence-Based Practice among Midwives in East Iran

“…2 Evidence-based practice (EBP) plays an integral role in high-quality healthcare by promoting a problemsolving approach that emphasises implementation of the current best available research within a clinical context, helping healthcare professionals to remain up-to-date and make better healthcare decisions. [3][4][5][6][7] The National Academy of Medicine in the USA recognises EBP as an essential skill for healthcare providers in the 21 st century. 8 Several studies have also indicated that EBP improves the quality and safety of patient care.…”

“…8 Several studies have also indicated that EBP improves the quality and safety of patient care. 6,7,9 Nevertheless, many healthcare decisions are still based on traditional practices, assumptions, personal experiences and individual opinions and skills. 10,11 The possession of adequate knowledge and skills is essential for gathering and appraising evidence and implementing best practices in a clinical setting.…”

Use of a Journal Club During Level II Fieldwork to Facilitate Confidence and Skills for Evidence-Based Practice

“…Fieldwork education is instrumental in fostering the habits needed to become an evidence-based practitioner (DeCleene Huber et al, 2015;Stronge & Cahill, 2011;Stube & Jedlicka, 2007;Thomas & Law, 2013). Exposure to EBP during fieldwork fosters the students' confidence in their ability to use evidence in practice, which may, in turn, influence their use of EBP when they are clinicians (DeCleene Huber et al, 2015;Thomas & Law, 2013). However, students may have difficulty considering themselves as evidence-based practitioners if they do not perceive their fieldwork educator as an evidence-based practitioner (Stronge & Cahill, 2011).…”

“…The multidimensional nature of EBP may prevent students from recognizing its application during fieldwork, which may, in turn, limit their ability to apply evidence in practice (DeCleene Huber et al, 2015). These findings are significant; however, the problem may be even more complex.…”