The Research to Practice Gap
The gap between what is known from research and what happens at the point of care continues to be a concern across health care.1,2 Occupational therapists have a positive attitude toward evidence based practice yet actual use of evidence to guide occupational therapy practice is low.3,

Carroll, OTD, OTR/L, Amy

Herge, OTD, OTR/L, FAOTA, E. Adel

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Thomas Jefferson University Jefferson Digital Commons Department of Occupational Therapy Posters and Presentations Department of Occupational Therapy 10-21-2022 Using Knowledge Translation Strategies to Promote Integration of Evidence into Practice: Faculty, Fieldwork Educator and Fieldwork Student Partnerships Amy Carroll, OTD, OTR/L Thomas Jefferson University E. Adel Herge, OTD, OTR/L, FAOTA Thomas Jefferson University Follow this and additional works at: https://jdc.jefferson.edu/otpresentations  Part of the Occupational Therapy Commons Let us know how access to this document benefits you Recommended Citation Carroll, OTD, OTR/L, Amy and Herge, OTD, OTR/L, FAOTA, E. Adel, "Using Knowledge Translation Strategies to Promote Integration of Evidence into Practice: Faculty, Fieldwork Educator and Fieldwork Student Partnerships" (2022). Department of Occupational Therapy Posters and Presentations. Paper 79. https://jdc.jefferson.edu/otpresentations/79 This Article is brought to you for free and open access by the Jefferson Digital Commons. The Jefferson Digital Commons is a service of Thomas Jefferson University's Center for Teaching and Learning (CTL). The Commons is a showcase for Jefferson books and journals, peer-reviewed scholarly publications, unique historical collections from the University archives, and teaching tools. The Jefferson Digital Commons allows researchers and interested readers anywhere in the world to learn about and keep up to date with Jefferson scholarship. This article has been accepted for inclusion in Department of Occupational Therapy Posters and Presentations by an authorized administrator of the Jefferson Digital Commons. For more information, please contact: JeffersonDigitalCommons@jefferson.edu. Using Knowledge Translation Strategies to Promote Integration of Evidence into Practice: Faculty, Fieldwork Educator and Fieldwork Student Partnerships Amy Carroll, OTD, OTR/L; E. Adel Herge, OTD, OTR/L, FAOTA; Department of Occupational Therapy, Jefferson College of Rehabilitation ScienceThe gap between what is known from research and what happens at the point of care continues to be a concern across health care1,2 Occupational therapists have a positive attitude toward evidence based practice yet actual use of evidence to guide occupational therapy practice is low.3,4The Research to Practice GapApplication of Knowledge translation supports occupational therapists’ to actually use research evidence in ways that fit their unique practice setting7.Knowledge TranslationBarriers to Evidence–Based PracticePractitioners report:• low confidence in ability5• feeling evidence-based practice is complicated and not always feasible4,6• lack of dedicated time4,6• limited access to evidence4,6• lack of organizational supports4,6Supports to Evidence-Based Practice• Post-professional training3,5• Engagement in reflective practice3,5• Collaborative learning opportunities5• Action research with a facilitator5• Partnerships with local universities5• Mentorship5“A process of moving what we learned through research to the actual application of such knowledge in a variety of practice settings and circumstances”8References (slide 1)1. Canadian Institute of Health Research. (2015). Guide to knowledge translation planning at CIHR: Integrated and end of grant approaches. Retrieved from: http://www.cihr-irsc.gc.ca/e/45321.html#a32. World Health Organization. (2006). Bridging the know-do gap meeting on knowledge translation in global health (conference proceedings). Retrieved from World Health Organization: http://www.who.int/kms/WHO_EIP_KMS_2006_2.pdf3.Krueger, R., Sweetman, M., Martin, M., Cappaert, T (2020) OTs’ implementation of evidence –based practice (EBP) A cross-sectional survey. American Journal of Occupational Therapy, 74(4_Supplement_1), 7411505109p1. https://doi.org/10.5014/ajot.2020.74S1-PO23104. Upton, D., Stephens, D., Williams, B. & Scurlock-Evans, L. (2015). Occupational therapists’ attitudes, knowledge, and implementation of evidence-based practice: A systematic review of published research. British Journal of Occupational Therapy, 77(1), 24 – 385. Thomas, A., & Law, M. (2013). Research utilization and evidence-based practice in occupational therapy: A scoping study. American Journal of Occupational Therapy, 67(4), e55-e65. http://dx.doi.org/10.5014/ajot.2013.0063956. Lampe, A., Mu, K., Qi, Y., Wang, Y., Brown-King, K. Moran, B., Talian, E. (2019). American Journal of Occupational Therapy,. 73(4_Supplement_1), 7311505103p1. https://doi.org/10.5014/ajot.2019.73S1-PO20217. Schaaf, R. C., Carroll, A. P., Toth-Cohen, S., Burke, J. P., Johnson, C., & Herge, E. (2017). Promoting environments that measureoutcomes: Partnerships for change. Journal of Occupational Therapy Education, 1(2). http://encompass.eku.edu/jote/vol1/iss2/58. Sudsawad, P. (2007). Knowledge translation: Introduction to models, strategies, and measures. Austin, Texas: Southeast Educational Development Laboratory National Center for the Dissemination of Disability Research    http://www.ncddr.org/kt/products/ktintro/ktintro.pdf@ResearchAtJeffKT Strategies in PrEMO ©3• Regular partnership meetings• Sites identify their  goal • Collaborative learning• Mentorship • Interactive website• resource repository• discussion board• Academic detailing• Champions (faculty and on-site)• DisseminationPrEMO© Teams explore core elements of Promoting Action on Research Implementation in Health Services framework (PARiHS)4Three Core Elements4:–Evidence: the strength and nature of evidence as perceived by multiple stakeholders–Context: the quality of the context or environment in which new research knowledge is implemented. Includes: organization’s culture, leadership, evaluation of performance–Facilitation: process by which implementation is facilitated (internal or external)PrEMO ©Knowledge Translation Framework in PrEMO © :  PARiHS FrameworkTo promote use of evidence-based practices, our department created PrEMO© : Promoting Environments that Measure Outcomes.University faculty partner with fieldwork sites and students to use systematic approaches that use best evidence, & measure outcomes, to build & sustain exemplary environments that demonstrate value of occupational therapy1. PrEMO© Partnerships target best practice using Data-Driven Decision Making1, program development and occupational justice frameworks2Using Knowledge Translation Strategies to Promote Integration of Evidence into Practice: Faculty, Fieldwork Educator and Fieldwork Student Partnerships Amy Carroll, OTD, OTR/L; E. Adel Herge, OTD, OTR/L, FAOTA; Department of Occupational Therapy, Jefferson College of Rehabilitation Science References (slide 2)1. Schaaf, R. C., Carroll, A. P., Toth-Cohen, S., Burke, J. P., Johnson, C., & Herge, E. (2017). Promoting environments that measureoutcomes: Partnerships for change. Journal of Occupational Therapy Education, 1(2). http://encompass.eku.edu/jote/vol1/iss2/52. Carroll, A., Herge, E. A., Kern, S. B., & Schaaf, R.C. (October 14-16, 2020) Partnerships for Best Practice in Fieldwork Targeting Client, Program & Organization Levels (Poster session). American Occupational Therapy Association Education Summit, virtual format3. Carroll, A., & Herge, E. A. (October 18-19, 2019) Involving Students In Knowledge Translation And Program Development Activities That Promote Quality Care (Conference session). American Occupational Therapy Association Education Summit, Las Vegas, Nevada4. Helfrich, C. D., Li, Y., Sharp, N. D., & Sales, A. E. (2009) Organizational readiness to change assessment (ORCA): Development of an instrument based on the Promoting Action on Research in Health Services (PARiHS) framework. Implementation Science, 4(38). doi:10.1186/1748-5908-4-38  Both fieldwork  sites reported the knowledge translation efforts increased staff engagement in program activities and clients’ positive engagement in daily occupations. The efforts expanded visibility of occupational therapy leading to additional programming opportunities within the organizations. Students developed leadership skills and gained knowledge and experience applying  KT strategies to promote best practice in occupational therapy. @ResearchAtJeffReferences (slide 3)1. Breslin, L., Guerra, N., Ganz, L., & Erin, D. (2020). Clinical utility of multisensory environments for people with intellectual and developmental disabilities: A scoping review. American Journal of Occupational Therapy, 74(1), 74012050602. Urwin, R. & Ballinger, C. (2005). The effectiveness of sensory integration therapy to improve functional behaviour in adults with learning disabilities: Five single-case experimental designs. British Journal of Occupational Therapy, 68(2), 56-66.3. Bazyk, S., Demirjian, L., Horvath, F., & Doxsey, L. (2018). The comfortable cafeteria program for promoting student participation and enjoyment: An outcome study. American Journal of Occupational Therapy, 72 (3). https://doi.org/10.5014/ajot.2018.0253794. Montana Office of Public Instruction. (2011). Montana Team Nutrition. In creating pleasant and positivemealtimes. Retrieved from http://www.opi.mt.gov/Programs/SchoolPrograms/School_Nutrition/MTTeam.html#gpm1 _7Acknowledgement: We would like to thank the PrEMO© fieldwork educators, the level 2 and students, and the faculty champions for their participation in PrEMO©.KNOWLEDGE TRANSLATION STRATEGY EXAMPLESDay Program: Adults with Intellectual DisabilitiesProblem: Adults displayed limited activity engagement, self-injurious and aggressive behaviors. Program:  Sensory enrichment program integrating sensory based groups into daily schedule of activities.Evidence: 1, 2Context: Program routines lacked sensory experiences; staff lacked knowledge; inconsistent staffing with high staff turnoverFacilitators/KT Strategies: Didactic presentations, client engagement modeling, education materials, multidisciplinary collaboration, point of care remindersSpecialized Middle School: Children with AutismProblem: students’ lacked skills & behavior for dining in community restaurants. Program: Restaurant training integrated into cafeteria routine: group dining, buffet routine, etiquette training.Evidence: 3, 4Context: Administration provided seed money, staff had buy-in for a program, para-educators needed coaching to engage. Evaluating student attendance at cafeteria, staff engagement. Facilitators/KT Strategies: Academic detailing for program development process, procedure manual, structured cafeteria routines, para-educator coaching/training, fidelity checklist for sustainability of procedures.Using Knowledge Translation Strategies to Promote Integration of Evidence into Practice: Faculty, Fieldwork Educator and Fieldwork Student Partnerships Amy Carroll, OTD, OTR/L; E. Adel Herge, OTD, OTR/L, FAOTA; Department of Occupational Therapy, Jefferson College of Rehabilitation ScienceRESULTSAcknowledgements

Using Knowledge Translation Strategies to Promote Integration of Evidence into Practice: Faculty, Fieldwork Educator and Fieldwork Student Partnerships

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Using Knowledge Translation Strategies to Promote Integration of Evidence into Practice: Faculty, Fieldwork Educator and Fieldwork Student Partnerships

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