Type of Presentation
Poster Session
Location
D2400 - University Library
Start Date
4-17-2025 2:00 PM
End Date
4-17-2025 3:15 PM
Description of Program
This study explores how Fieldwork Educators (FWEs) engage in knowledge translation (KT), highlighting effective strategies, supports, and opportunities to bridge the knowledge-to-action gap in Occupational Therapy. By understanding FWEs' familiarity with KT, we can strengthen implementation and reduce barriers, enhancing student learning and clinical practice.
Abstract
Knowledge translation (KT) is the exchange, synthesis, and application of knowledge amongst researchers and users to accelerate the capture of the benefits of research to improve overall outcomes, according to the Canadian Institutes of Health Research (2016). Yet current estimates reveal a persistent 17 knowledge-to-action gap, representing a significant delay in the translation of research and evidence into clinical practice. Evidence suggests barriers to KT implementation being lack of interest in continuing education to stay updated with the latest practices, insufficient time to focus on KT due to other demands. Occupational Therapy Fieldwork Educators (FWEs) are among the many professionals facing these barriers and this research aims to answer the research question: To what extent are Occupational Therapy FWEs implementing KT strategies with their Occupational Therapy students in level II Fieldwork Placements, what are effective strategies, what are barriers, and what supports would help overcome any barriers?
Faculty / Staff Sponsor
Dustin Hogan, MOT, OTR/L
Caren Schranz, DrOT, MS, OTR/L
Presentation File
wf_yes
Fieldwork Educator Use of Knowledge Translation during Occupational Therapy Level II Fieldwork
D2400 - University Library
Knowledge translation (KT) is the exchange, synthesis, and application of knowledge amongst researchers and users to accelerate the capture of the benefits of research to improve overall outcomes, according to the Canadian Institutes of Health Research (2016). Yet current estimates reveal a persistent 17 knowledge-to-action gap, representing a significant delay in the translation of research and evidence into clinical practice. Evidence suggests barriers to KT implementation being lack of interest in continuing education to stay updated with the latest practices, insufficient time to focus on KT due to other demands. Occupational Therapy Fieldwork Educators (FWEs) are among the many professionals facing these barriers and this research aims to answer the research question: To what extent are Occupational Therapy FWEs implementing KT strategies with their Occupational Therapy students in level II Fieldwork Placements, what are effective strategies, what are barriers, and what supports would help overcome any barriers?