[article] 
inThe British Journal of Occupational Therapy > Vol.79 N°1 (January 2016) . - p.42-48

Titre :	New graduates’ experience of evidence-based practice: An action research study
Type de document :	texte imprimé
Auteurs :	Tara Morrison ; Linda Robertson
Année de publication :	2016
Article en page(s) :	p.42-48
Langues :	Anglais (eng)
Mots-clés :	new graduates  evidence-based practice  theory-practice gap
Résumé :	Introduction The aim of this project was to explore how occupational therapy graduates in New Zealand engaged with evidence-based practice. Method The study adopted an action research approach. Five new graduates were recruited and worked with the researcher to identify practical problems related to using evidence-based practice and to propose solutions. Surveys, email and discussion groups were used to collect data over three action research cycles. Findings The main findings from this study were that new graduates are more likely to use research evidence when prompted to do this by their supervisor (or another external source) and that senior occupational therapists are identified as essential to both demonstrate and motivate evidence-based behaviours. New graduates used evidence to justify their practice to others, increase self-confidence and to inform themselves. The evidence used was commonly based on the expertise of senior therapists. Conclusion For new graduates the tasks of searching and evaluating evidence are secondary to developing and clarifying their clinical knowledge and skills. The expectations of the workplace and the partnership between new graduate and experienced clinician are highly influential in establishing regular habits related to evidence-based practice.
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[article] New graduates’ experience of evidence-based practice: An action research study [texte imprimé] / Tara Morrison ; Linda Robertson . - 2016 . - p.42-48.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.79 N°1 (January 2016) . - p.42-48

Mots-clés :	new graduates  evidence-based practice  theory-practice gap
Résumé :	Introduction The aim of this project was to explore how occupational therapy graduates in New Zealand engaged with evidence-based practice. Method The study adopted an action research approach. Five new graduates were recruited and worked with the researcher to identify practical problems related to using evidence-based practice and to propose solutions. Surveys, email and discussion groups were used to collect data over three action research cycles. Findings The main findings from this study were that new graduates are more likely to use research evidence when prompted to do this by their supervisor (or another external source) and that senior occupational therapists are identified as essential to both demonstrate and motivate evidence-based behaviours. New graduates used evidence to justify their practice to others, increase self-confidence and to inform themselves. The evidence used was commonly based on the expertise of senior therapists. Conclusion For new graduates the tasks of searching and evaluating evidence are secondary to developing and clarifying their clinical knowledge and skills. The expectations of the workplace and the partnership between new graduate and experienced clinician are highly influential in establishing regular habits related to evidence-based practice.
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