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Abstract

This study explored differences in perceptions of evidence-based practice (EBP) between occupational therapy (OT) students and practitioners. Researchers aimed to understand student and practitioner perceptions of barriers, knowledge, attitudes, and confidence in EBP. Occupational therapy students (n=61) and practitioners (n=21) completed an online researcher-created survey and the Evidence-Based Practice Confidence (EPIC) Scale survey. Results indicated practitioners were more confident in utilizing EBP than students, particularly when identifying a gap in knowledge related to a patient (p =p =p =

Biography

Dr. Alison Nichols, OTD, OTR is an Assistant Professor of Occupational Therapy in the School of Occupational Therapy at the University of Indianapolis, where she teaches content related to pediatrics in both the Master and Doctorate programs.

Paige Creighton, OTD, OTR is a recent graduate from the University of Indianapolis and practices in northwest Indiana.

Annie DeRolf, OTD, OTR is a recent graduate from the University of Indianapolis and practices in Indianapolis, Indiana.

Shelby Hale, OTD, OTR is a recent graduate from the University of Indianapolis and practices in southern Indiana.

LeAnn VanDeman, OTD, OTR is a recent graduate from the University of Indianapolis and practices in Indianapolis, Indiana.

Kersten Laughlin, OTD, OTR is a recent graduate from the University of Indianapolis and practices in Indianapolis, Indiana.

Kelsie Long, OTD, OTR is is a recent graduate from the University of Indianapolis and practices in northern Indiana.

Declaration of Interest

The primary author is employed by the university from which student and alumni participants were recruited. The remaining authors were students through May 2018 at the university from which student and alumni participants were recruited. None of the authors served as participants in the research.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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