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The impact of modeling evidence -based practice on physical therapist and student knowledge and clinical practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The impact of modeling evidence -based practice on physical therapist and student knowledge and clinical practice./
Author:	Sabus, Carla H.
Description:	1 online resource (118 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 69-07, Section: A.
Contained By:	Dissertations Abstracts International69-07A.
Subject:	Health education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3284040click for full text (PQDT)
ISBN:	9780549291633

The impact of modeling evidence -based practice on physical therapist and student knowledge and clinical practice.
Sabus, Carla H.

The impact of modeling evidence -based practice on physical therapist and student knowledge and clinical practice. - 1 online resource (118 pages)

Source: Dissertations Abstracts International, Volume: 69-07, Section: A.

Thesis (Ph.D.)--University of Kansas, 2007.

Includes bibliographical references

The primary objective of this study was to evaluate the impact of an evidence-based practice (EBP) student project and inservice. The project required the student to extend classroom knowledge of EBP to a clinical application. By presenting the project as a staff inservice, the student models EBP to the clinical staff. This survey study evaluated EBP competency and EBP clinical behaviors of the student and clinical staff before and after the student project and inservice. Follow-up surveys evaluated the use of EBP by new graduates. Description of EBP clinical instruction was included in the survey. 31 DPT students participated in the study during clinical internships occurring in the last semester of the program. 84 physical therapists participated. At the onset of the clinical internship, participants completed a pre intervention survey. Within the first two weeks of the internship, the student initiated the EBP project based on EBP competencies outlined by Sackett. The student posed a clinical question, performed a search, appraised evidence, made a clinical decision, and monitored the outcome. The project was presented as a staff inservice. Participants completed post intervention surveys following the inservice. The students completed surveys 4 months after graduation. Students significantly improved on the EBP Competency scale, t (30) = -2.683, p < .012. Clinicians also significantly improved, t (77) = -7.253, p < .000. Students and physical therapists did not have significant improvements in EB Clinical behaviors. Students reported clinical instruction was based on CI experience and continuing education significantly greater than research. Student projects and inservices that model EBP in an authentic clinical context appear to be a practical method for advancing evidence-based competencies. Further studies are warranted to address EB Clinical behavior.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780549291633Subjects--Topical Terms:

559086
Health education.
Subjects--Index Terms:

Clinical educationIndex Terms--Genre/Form:

542853
Electronic books.

The impact of modeling evidence -based practice on physical therapist and student knowledge and clinical practice.
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520 $a The primary objective of this study was to evaluate the impact of an evidence-based practice (EBP) student project and inservice. The project required the student to extend classroom knowledge of EBP to a clinical application. By presenting the project as a staff inservice, the student models EBP to the clinical staff. This survey study evaluated EBP competency and EBP clinical behaviors of the student and clinical staff before and after the student project and inservice. Follow-up surveys evaluated the use of EBP by new graduates. Description of EBP clinical instruction was included in the survey. 31 DPT students participated in the study during clinical internships occurring in the last semester of the program. 84 physical therapists participated. At the onset of the clinical internship, participants completed a pre intervention survey. Within the first two weeks of the internship, the student initiated the EBP project based on EBP competencies outlined by Sackett. The student posed a clinical question, performed a search, appraised evidence, made a clinical decision, and monitored the outcome. The project was presented as a staff inservice. Participants completed post intervention surveys following the inservice. The students completed surveys 4 months after graduation. Students significantly improved on the EBP Competency scale, t (30) = -2.683, p < .012. Clinicians also significantly improved, t (77) = -7.253, p < .000. Students and physical therapists did not have significant improvements in EB Clinical behaviors. Students reported clinical instruction was based on CI experience and continuing education significantly greater than research. Student projects and inservices that model EBP in an authentic clinical context appear to be a practical method for advancing evidence-based competencies. Further studies are warranted to address EB Clinical behavior.
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650 4 $a Rehabilitation. $3 529790
650 4 $a Therapy. $3 3343697
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