Final Reflection
Evidence Based Practice
Over my coursework
at Touro University Nevada, I have developed an appreciation for evidence based practice.
Beginning the program, I was unaware of the relevance of evidence based
practice and felt certain that I would be reluctant to read scholarly articles. Coursework required components to fulfill educational
requirements, including qualitative and quantitative research assignments that entailed an extensive process as a new graduate student. Research studies
and evidence based projects provided me a better understanding of the essential
components that are found within scholarly articles. Although, the studies may
have not grasped my interest throughout my first year of graduate school, as
semesters continued I developed a greater value in research assignments.
Fourth semester I completed a critical appraised topic that was designed to portray significant findings regarding occupational therapy interventions for children diagnosed with autism spectrum disorder (ASD). This process took place throughout the semester with an oral poster presentation that was offered to students and faculty. Findings identified exercise-based strategies as interventions used in the classroom to increase attention, increase social skills, decrease maladaptive behavior, and increase functioning in children diagnosed with ASD. This review process entailed searching several databases and reading multiple research articles to answer our research question appropriately. This was the beginning of understanding the importance of evidence based practice and developing concrete answers as to why specific interventions may benefit an explicit diagnosis.
When I began my first level II fieldwork, I found myself researching numerous diagnoses combined with occupational therapy interventions that would enhance my treatment sessions with clientele. I was able to provide feedback to the patient, family, and caregivers in regards to my theoretical reasoning as to why I was conducting a specific intervention. Providing the family with research articles that pertained to their son’s injury allowed them to have a greater appreciation of my qualities as a student. They began to feel at ease when I would be working with their son within the rehabilitation facility and developed a secure trusting relationship. As a student, it is often difficult to obtain the trust of the patient as well as the family members because they are unaware of the educational background I am provided. Understanding this is difficult to overcome, I felt that providing the family with evidence based research articles in relation to their son’s injury allowed me to develop a greater rapport.
I feel that my understanding of evidence based practice has improved over the course of the program and find myself inclined to reading articles for pleasure rather than for an assignment. My ability to apply knowledge to practical situations solidifies my understanding of evidence based practice. Without utilizing research throughout occupational therapy interventions, patients may not receive the most effective treatment plans. The combined semester assignments have enhanced my educational journey and skills in becoming an occupational therapy practitioner.
Fourth semester I completed a critical appraised topic that was designed to portray significant findings regarding occupational therapy interventions for children diagnosed with autism spectrum disorder (ASD). This process took place throughout the semester with an oral poster presentation that was offered to students and faculty. Findings identified exercise-based strategies as interventions used in the classroom to increase attention, increase social skills, decrease maladaptive behavior, and increase functioning in children diagnosed with ASD. This review process entailed searching several databases and reading multiple research articles to answer our research question appropriately. This was the beginning of understanding the importance of evidence based practice and developing concrete answers as to why specific interventions may benefit an explicit diagnosis.
When I began my first level II fieldwork, I found myself researching numerous diagnoses combined with occupational therapy interventions that would enhance my treatment sessions with clientele. I was able to provide feedback to the patient, family, and caregivers in regards to my theoretical reasoning as to why I was conducting a specific intervention. Providing the family with research articles that pertained to their son’s injury allowed them to have a greater appreciation of my qualities as a student. They began to feel at ease when I would be working with their son within the rehabilitation facility and developed a secure trusting relationship. As a student, it is often difficult to obtain the trust of the patient as well as the family members because they are unaware of the educational background I am provided. Understanding this is difficult to overcome, I felt that providing the family with evidence based research articles in relation to their son’s injury allowed me to develop a greater rapport.
I feel that my understanding of evidence based practice has improved over the course of the program and find myself inclined to reading articles for pleasure rather than for an assignment. My ability to apply knowledge to practical situations solidifies my understanding of evidence based practice. Without utilizing research throughout occupational therapy interventions, patients may not receive the most effective treatment plans. The combined semester assignments have enhanced my educational journey and skills in becoming an occupational therapy practitioner.