Utilization of a Clinical-Academic Community of Practice with School-Based Occupational Therapists to Support the Transition from a Caseload to Workload Model
Authors:
Megan Ziembowicz, OT/s, Margaret Morris, OT, OTD, BCP
Abstract:
Evidence-based practice indicates school-based occupational therapy practitioners (OTPs) benefit from workload models, yet numerous barriers to implementation exist. This study assessed the impact of a virtual CoP with school-based OTPs to facilitate the transition to workload models using a single-group mixed-methods design with analysis of qualitative surveys and semi-structured interviews and the Evidence-Based Practice Confidence (EPIC) Scale. Participants were recruited used online convenience sampling of OTPs with two years ofU.S. school-based experience (n = 14). EPIC Scale results demonstrated significant improvements (n = 9) in reported confidence during critical research inquiry, appraisal, and application (p< .05). Qualitative findings indicated individual and systemic-level changes that translated to improved client-centered care. Organizational-level factors continue to stagnate progress, thus necessitating further research on school-based OTP workload model implementation.
Key Words:
School-based, Community of Practice (CoP), Workload Model