Results of a School-Based Evidence-Based Practice Initiative

被引：13

作者：

Cahill, Susan M. ^{[1
]}

Egan, Brad E. ^{[1
]}

Wallingford, Minetta ^{[1
]}

Huber-Lee, Cheryl ^{[2
]}

Dess-McGuire, Margret ^{[2
]}

机构：

[1] Midwestern Univ, Occupat Therapy Program, Downers Grove, IL 60515 USA

[2] Sch Assoc Special Educ DuPage Cty, Lombard, IL USA

来源：

AMERICAN JOURNAL OF OCCUPATIONAL THERAPY | 2015年 / 69卷 / 02期

关键词：

Education; continuing; Evidence-based practice; Occupational therapy; Professional competence; School health services;

D O I：

10.5014/ajot.2015.014597

中图分类号：

R49 [康复医学];

学科分类号：

100215 ;

摘要：

OBJECTIVE. To investigate the effects of a 17-mo initiative designed to increase practitioners' knowledge and skills related to evidence-based practice (EBP) in the schools. METHOD. We evaluated participants' EBP knowledge and skills at pretest and posttest using the Adapted Fresno Test (AFT) and collected their perceptions through a survey. RESULTS. Participants demonstrated significant improvements in their EBP knowledge and skills after participating in this initiative as measured by changes in AFT scores. A significant difference was noted in scores between pretest (mu = 43.9, SD = 32.67) and posttest (mu = 74.66, SD = 33.99), t(28) = -5.645, p < .001. CONCLUSION. This initiative was influential in increasing school-based practitioners' EBP knowledge and skills.

引用

页数：5

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