The impact of an educational programme supporting evidence-based practice based on occupational therapy expertise: A mixed-methods study

Abstract

Introduction:

Integrating occupational therapy expertise with Evidence-Based Practice (EBP) is essential, yet educational methods for achieving this integration remain underexplored. This study examined the impact of an educational programme merging occupational therapy expertise with EBP on occupational therapists.

Method:

A single-group pre–post study using a mixed-methods convergent design was conducted. Twenty-eight occupational therapists from a sub-acute hospital participated in a 3-month programme. Quantitative data were collected pre- and post-intervention using the Japanese version of the Evidence-Based Practice Questionnaire (EBPQ-J), Occupational Identity Scale and measures of EBP-related behaviours (database use, guideline adherence). Qualitative data were collected via free-response questionnaires.

Results:

All participants (mean age 25.8; clinical experience 3.2 years) completed the programme. Significant improvements occurred in EBPQ-J scores (p < 0.001, r = 1.08), Professional Identity scale (p < 0.006, r = 0.62), database use (p < 0.001, r = 0.77) and guideline adherence (p < 0.004, r = 0.55). Qualitative analysis revealed themes including ‘recognition of professional identity’, ‘learning about EBP’, ‘integration of professional knowledge into EBP’ and reflective improvement processes.

Conclusion:

The educational programme improved occupational therapists’ knowledge, skills, professional identity and EBP-related behaviours, successfully integrating occupational therapy expertise with evidence-based practice and fostering professional development.

Keywords

Knowledge translation implementation science education occupation-based practice clinical decision making

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