职业治疗学生对研究和基于证据的实践的认识的发展:一项Q-方法研究
Tanya Rihtman1, Mike Morgan2, Julie Booth2
1Department of Sport, Health Sciences and Social Work, Faculty of Health and Life Sciences, Oxford Brookes University, Marston, Oxford, UK.
Scandinavian journal of occupational therapy
|August 18, 2024
概括
职业治疗学生的学生.
科学领域:
- 职业治疗教育职业治疗教育
- 基于证据的实践整合实践.
- 学生的研究感知.
背景情况:
- 有效的课程对于职业治疗 (OT) 学生来说至关重要,以将基于证据的实践 (EBP) 纳入他们的专业身份.
- 了解学生对EBP和研究的看法是设计有影响力的教育计划的关键.
研究的目的:
- 调查职业治疗学生在注册前对研究和EBP的看法如何在他们的本科研究中演变.
- 为更好的EBP和OT教育中的研究整合提供课程开发信息.
主要方法:
- 在最后一年的预注册OT学生中采用了Q-sort方法.
- 数据是在三个不同的阶段收集的:论文前,论文后提交和学生研究会议后.
- 用个人因素分析来识别对研究和EBP的主导观点.
主要成果:
- 出现了四个关键观点:"证据与OT实践是分不开的"",为了研究而进行的研究与职业治疗身份是分不开的"",我是谁来质疑大师? "和"我可以自信地做到这一点......但那又怎么样?"
- 这些因素说明了EBP和研究的进展和不同程度的信心和整合.
结论:
- 拥有所有权感的真实研究经验可以增强学生对EBP的信心和专业身份.
- 教育策略应侧重于培养对研究的真正参与,以提高OT学生的EBP技能和专业身份.
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