Date Presented 04/04/19 Utilization of evidence-based practice (EBP) is an essential requirement of delivering high quality healthcare. This presentation will highlight the findings of a research study that investigated the perception of OTs' and PTs' perception of EBP. Participants attending this presentation will gain a thorough understanding of OTs' and PTs’ perception of EBP and acquire strategies to advocate and implement EBP in practice. Primary Author and Speaker: Angela Lampe Additional Authors and Speakers: Keli Mu, Yongyue Qi Contributing Authors: Yali Wang, Kaiti Brown-King, Brady Moran, Elizabeth Talian

Date Presented 4/20/2018 This study examined occupational therapy and physical therapy students’ attitudes toward evidence-based practice and the impact of their professional education on their attitudes. Similarities and differences between occupational therapy and physical therapy students were examined. Primary Author and Speaker: Bobbi Greiner Additional Authors and Speakers: Angela Patterson, Michelle de la Garza, Keli Mu Contributing Authors: Margaret Schumacher, Qi Yongyue, Rebecca Jessen

The occupational therapy profession in the United States is considering another shift in the level of entry-to-practice education. Currently, all accredited U.S. occupational therapy education programs offer graduate-entry master’s degrees or clinical doctorates. In 2014, the American Occupational Therapy Association Board of Directors published a position statement supporting the idea of moving all entry-level occupational therapy education programs to the clinical doctorate level by 2025. This article provides an overview of the proposed reasons for doing so and the potential impact of this move on future students, education providers, clients and families, employers, and third-party payers and funding bodies along with the implications for the occupational therapy profession internationally. An open, informed, transparent, multiperspective, comprehensive debate about this education paradigm shift is recommended. In August 2015 the Accreditation Council for Occupational Therapy Education decided that the entry-level qualification will remain at both the master’s and the doctoral degree; it is anticipated, however, that the move toward the entry-level clinical doctorate will continue.

We compared the graduate outcomes of doctoral students in a traditional on-campus occupational therapy program with those in a hybrid program. Participants were 81 students from an on-campus program and 13 students from a hybrid program. Graduate outcomes were measured with student grade-point average (GPA) at the end of each academic year, cumulative GPA, Fieldwork Performance Exam, National Board for Certification in Occupational Therapy (NBCOT) practice exam scores, and final NBCOT pass rate. Consistent with previous research, our results revealed no significant differences on most outcome variables, suggesting that hybrid programs are an effective delivery model for postsecondary higher education. These findings may provide guidance to occupational therapy programs in curriculum design, content delivery, and program refinement and development. Replication of this study is needed with a larger sample and inclusion of qualitative data. Future studies should compare the affective domain of graduate outcomes in on-campus and online or hybrid programs.

OBJECTIVE. This qualitative focus group study investigated the strategies to prevent or reduce practice errors used by occupational therapists who practice in physical rehabilitation and geriatrics. METHOD. A total of 34 occupational therapists from four geographic regions across the United States participated in four focus groups. Participants worked in the areas of physical rehabilitation or geriatrics and had a minimum of 1 year of practice. Participants responded to open-ended, guiding questions. Data collected from the focus groups were analyzed qualitatively for themes. RESULTS. Analysis of the collected data yielded four themes related to specific strategies occupational therapists use to prevent or reduce practice errors: (1) strengthen orientation and mentoring for new therapists, (2) ensure competency through performance competency checks, (3) enhance existing or establish new safety policies and procedures, and (4) advocate for the profession and for systemic change. CONCLUSION. Findings of the study suggest that occupational therapists implement various discrete strategies to prevent or reduce practice errors and improve client safety. Occupational therapy practice and professional training must emphasize the inevitability of practice errors; the importance of orientation and training, including assertiveness training; and the inclusion of performance-based competency checks.

OBJECTIVE. The history and development of the Sensory Processing Measure–School are detailed, and findings of initial pilot studies are reported. METHOD. Multiple reviews, focus groups, case studies, and two pilot studies were used to develop the early versions of the tool. Internal consistency and discriminatory ability were examined. RESULTS. Internal consistency measured with Cronbach’s alphas ranged from .93 to .99 in the first pilot study and .70 to .99 in the second pilot study. Children who were typically developing were correctly classified 92.3% of the time, and children with sensory issues were correctly classified 72% of the time. CONCLUSION. Initial results suggest that the tool is reliable and valid and discriminates children with and without sensory processing issues. Further research is under way with larger samples.

OBJECTIVES. The purpose of this survey study was to investigate occupational therapy practice errors in physical rehabilitation and geriatric practice settings. METHOD. Two hundred and forty-five (245) out of 994 surveyed occupational therapists who have practiced or currently practice in physical rehabilitation or geriatrics settings responded to a self-developed questionnaire. Descriptive statistical analysis was used to describe practice errors as to the types, causes, impact on, and responses of occupational therapists and work sites. Inferential statistical analysis was used to explore the relationships among different variables of interest including: the effect of the number of years of practice experience on the perceived impact of making errors on practice; the relationship between disclosure or nondisclosure of errors; and the types of coping strategies used by occupational therapists and work site administrators’ responses to errors. RESULTS. The vast majority of practice errors occurred during the intervention phase of the occupational therapy process. Misjudgment, lack of preparation, and lack of experience were reported as the top three causes of practice errors. Various coping strategies—such as compensating for the errors by voluntarily devoting additional time for care of the patient, making and following a corrective plan, concentrating on the next step, or not letting errors interfere with daily work—were used by the occupational therapists when errors occurred. The types of coping strategies and work site responses appeared to be associated with the disclosure or nondisclosure of errors. CONCLUSION. Errors occur in occupational therapy practice. Making errors has considerable impact on occupational therapists as well as their future practice. However, disclosure of errors can often lead to positive outcomes.

OBJECTIVE. Errors occur in all health care professions. Practice errors, however, have not been systematically examined in occupational therapy. The purpose of this study was to examine occupational therapists’ responses to practice errors in physical rehabilitation settings. METHOD. A qualitative focus group research method was used in this study and a total of 35 occupational therapists from four different states who had practice experience in physical rehabilitation settings participated in four focus groups. Focus group discussions were transcribed verbatim and analyzed by two investigators of the study. Qualitative software program, NUD*IST Vivo was used to aid the data analysis process. RESULTS. Five major themes were generated from the data regarding practice errors, which included (1) Concept of practice error: It is against our standards; (2) Perceived causes of practice error: Not just an individual matter; (3) Emotional responses: I felt horrible; (4) Impact on practice: Doing things differently; and (5) Management of practice error: Being honest and taking initiative. Occupational therapists perceived practice error from a broad perspective and identified physical and psychosocial issues as practice error. CONCLUSION. Most practice errors described by participants appeared to be preventable. Despite the tremendous emotional distress in reaction to making an error, participants valued the learning in the experience and made constructive practice changes. Findings of the study have implications for current educational training programs and practice such as the development of clinical reasoning related to patient safety and assertiveness training for hierarchical situations.