Johnson Susanne Grødem, Bruset Else Britt, Hjelle Kari Margrete, Mongs Malin, Sveen Unni
Department of Health and Function, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Inndalsveien 28, 5063, Bergen, Norway.
Department of Occupational Therapy, Oslo Metropolitan University, PO Box 4, St. Olavs plass, NO-0130, Oslo, Norway.
BMC Med Educ. 2020 Aug 6;20(1):255. doi: 10.1186/s12909-020-02178-2.
Bachelor students of occupational therapy are expected to work in accordance with evidence-based practice (EBP). The EBP work file, a learning tool in a Word document format, covering all steps in the EBP process, is an approach to teaching and learning EBP. The aim of this study was to examine the attitudes and behaviours of occupational therapy students' in relation to applying evidence-based practice during their second-year clinical placement. We compared cohorts who received training in EBP work files with those who did not receive such training.
A descriptive, cross-sectional comparative study was conducted. Five cohorts of second-year occupational therapy students took part in the study. The students answered two questionnaires, the EBP Beliefs Scale and the EBP Implementation Scale, after completing their second-year clinical placement. The analysis was based on descriptive statistics and calculation of the frequencies, percentages, mean and standard deviations of all participating students' scores across both questionnaires. ANOVA with Bonferroni correction was conducted to analyse the differences between the mean totals of the questionnaires.
In this study, 126 occupational therapy students participated (response rate = 57.3%). The students reacted positively to EBP, although few were practicing EBP. The students believed that EBP resulted in the best clinical care for patients, but they lacked confidence in their own ability to apply EBP. The students in Cohort 5, who received extra instruction and assignments via the EBP work file, rated their EBP behaviour statistically lower than the students in Cohort 1, who did not receive extra training on the EBP work file.
Additional EBP work file assignments were insufficient in terms of supporting students in the implementation of EBP during clinical placements. It is, therefore, important to facilitate the learning strategies of EBP skills and demonstrate how students can practise this competency during clinical placements. Including clinical instructors in EBP teaching and learning seems essential.
职业治疗专业的本科学生应按照循证实践（EBP）开展工作。循证实践工作文件是一种以Word文档格式呈现的学习工具，涵盖了循证实践过程的所有步骤，是一种教授和学习循证实践的方法。本研究的目的是考察职业治疗专业学生在二年级临床实习期间应用循证实践的态度和行为。我们将接受循证实践工作文件培训的学生群体与未接受此类培训的学生群体进行了比较。
进行了一项描述性横断面比较研究。五组二年级职业治疗专业学生参与了该研究。学生们在完成二年级临床实习后回答了两份问卷，即循证实践信念量表和循证实践实施量表。分析基于描述性统计以及计算所有参与学生在两份问卷上得分的频率、百分比、均值和标准差。采用Bonferroni校正的方差分析来分析问卷均值总和之间的差异。
在本研究中，126名职业治疗专业学生参与其中（回复率 = 57.3%）。学生们对循证实践反应积极，尽管很少有人实际践行循证实践。学生们认为循证实践能为患者带来最佳临床护理，但他们对自己应用循证实践的能力缺乏信心。第5组学生通过循证实践工作文件接受了额外指导和作业，其循证实践行为的评分在统计学上低于第1组学生，第1组学生未接受循证实践工作文件的额外培训。
额外的循证实践工作文件作业在支持学生在临床实习期间实施循证实践方面并不充分。因此，促进循证实践技能的学习策略并展示学生在临床实习期间如何实践这种能力很重要。让临床教师参与循证实践的教学似乎至关重要。
