Evident-Based Practice in Occupational Therapy

Evidence-Based Practice (EBP) in occupational therapy is defined as the conscientious, explicit and judicious use of the current best evidences in making decision about the care of individual patients. It is the integration of clinical expertise with the best available external evidence from, systematic research and patients’ preferences and goals.

The context of Evidence-Based Practice in occupational therapy includes the vast quantity of research literature of varied quality, client’s expectations of health care is increasing, and increasing of choices in health care and treatments. There are also large number of sources of information, much is out of date, scientific quality varied, limited time available for reading, and continuing education programs that are helpful but not sufficient sources of information. Also, Evidence-Based Practice in occupational therapy helps clinical professional to stay updated.

The structures of evidence-based healthcare include evidence-base policy, evidence-base practice, evidence-base management, evidence-base medicine, and evidence-base purchasing.

Why does Evidence-Based Practice (EBP) in occupational therapy important? Or rather what are its’ importance? Well, Evidence-Based Practice (EBP) in occupational therapy is important because its’ main objective is to improve the client outcomes. Other importance include that there are patients who need it, improvement on the knowledge of clinical health professionals, communications of professional research base, stimulates the clinically relevant research as well as accountability.

How does a process of Evidence-Based Practice (EBP) in occupational therapy is being done? First process includes identification of information needed while forming a clinical question. Second process is finding the evidence. Third process is appraising the evidence. Fourth process is integrating the evidence in clinical decision-making. Last process is evaluating the process. Among the clinical questions formed have something to do with the problem-based approach of Evidence-Based Practice (EBP) in occupational therapy, and learning stems from the clinical information need. However, the types of clinical questions formed include: what is the most appropriate or accurate assessment?; what is likely the course of disease/disability?; which preventive strategy can be used?; what is the most cost-effectiveness of treatments?; and what are the experiences and concerns of the patients? In forming these clinical questions, you need to know the factors to be considered. And these factors include the patients’ population and problems, intervention, prognostic and assessment factors, a comparison intervention (if relevant only), and outcome of interests.

There are also some key issues in the application of Evidence-Based Practice (EBP) in occupational therapy. These key issues involve results or findings applied to the patients, if it will fit or suit to your patients’ context considering their values, preferences, goals and environment, if it will improve the understanding of your patient on his or her condition, and if these resources are available to implement a treatment.

In implementing Evidence-Based Practice (EBP) in occupational therapy, there are some barriers toward it such as lack of time, access and skills. With these barriers, requirements of significant behaviors and systems change, and use or change of management principles are needed. However, once a patient becomes aware of the Evidence-Based Practice (EBP) in occupational therapy, it is still need to be accepted, applicable, available, acted on, agreed to and adhered to.