Facilitating interprofessional evidence-based practice in paediatric rehabilitation: development, implementation and evaluation of an online toolkit for health professionals

Abstract

Purpose: Lack of time, competencies, resources and supports are documented as barriers to evidence-based practice (EBP). This paper introduces a recently developed web-based toolkit designed to assist interprofessional clinicians in implementing EBP within a paediatric rehabilitation setting. Methods: EBP theory, models, frameworks and tools were applied or adapted in the development of the online resources, which formed the basis of a larger support strategy incorporating interactive workshops, knowledge broker facilitation and mentoring. Results: The highly accessed toolkit contains flowcharts with embedded information sheets, resources and templates to streamline, quantify and document outcomes throughout the EBP process. Case examples relevance to occupational therapy and physical therapy highlight the utility and application of the toolkit in a clinical paediatric setting. Workshops were highly rated by learners for clinical relevance, presentation level and effectiveness. Eight evidence syntheses have been created and 79 interventions have been evaluated since the strategy’s inception in January 2011. Conclusions: The toolkit resources streamlined and supported EBP processes, promoting consistency in quality and presentation of outputs. The online toolkit can be a useful tool to facilitate clinicians’ use of EBP in order to meet the needs of the clients and families whom they support.

Implications for Rehabilitation

• A comprehensive online EBP toolkit for interprofessional clinicians is available to streamline the EBP process and to support learning needs regardless of competency level.

• Multi-method facilitation support, including interactive education, e-learning, clinical librarian services and knowledge brokering, is a valued but cost-restrictive supplement to the implementation of online EBP resources.

• EBP resources are not one-size-fits-all; targeted appraisal tools, models and frameworks may be integrated to improve their utility for specific sectors, which may limit them for others.

• Education
• evidence-based practice
• knowledge translation
• online
• paediatric practice
• practice change

Acknowledgements

The authors would like to acknowledge the significant contributions of Alyssa Barrie to the development of the EBP toolkit, the resource development assistance of Monica Lauriente, Mark Dilabio and Evidence Centre staff, the support of Evidence Centre Coordinator Lori Roxborough, the input on the final manuscript by Dr. Jill Zwicker and the technical assistance provided in relation to this submission by Shannon Smith.

Declaration of interest

The first author is employed by the Child Development and Rehabilitation Evidence Centre and co-developed the toolkit described in the article. The authors have no external funding source or sponsor involvement to report.

Supplementary material available online

Supplementary information