Self-Reflection as a Support to Evidence-Based Practice: A Grounded Theory Exploration

Abstract

The purpose of this study was to explore how reflective practice is experienced by occupational therapists. Thirty participants were purposefully sampled to explore reflective practice experiences using a critical reflection inquiry model as a theoretical framework. Grounded theory using a constant comparative analysis method was used to analyze interview data. Three categories emerged: triggers to reflection, depth of reflection, and actions taken. The frequency of statements compared across survey groups showed that participants with high reflection behaviors made more critical reflections, used steps of the EBP cycle, and took actions to correct practice. Results inform practice in three ways: (1) practitioner experiences were analyzed through the complete reflective practice construct, (2) findings indicated that greater depth of reflective thinking promotes EBP use and actions taken to correct practice, and (3) narrative content analysis was found to be a credible method of assessing reflection within practice narratives, suggesting it as useful for education and promoting continuing competency.

Keywords:

• Evidence-based practice
• occupational therapy
• reflective practice

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this paper.

Additional information

Notes on contributors

Robert B. Krueger

Robert B. Krueger is Associate Professor of Occupational Therapy at Whitworth University in Spokane, WA. His research focuses on how occupational therapists and other health professionals make clinical decisions when facing complex problems in practice.