Article Sidebar
Published:
Nov 12, 2019Article Details
Copyright remains in the Author’s name. The work is licensed under a Creative Commons Attribution - Noncommercial Works License. Authors are required to complete and sign an Author Agreement form that outlines Author and Publisher rights and terms of publication. The Agreement form should be uploaded along with other submissions files and any submission will be considered incomplete without it [forthcoming].
Material submitted for publication in the AJHPE is accepted provided it has not been published or submitted for publication elsewhere. Please inform the editorial team if the main findings of your paper have been presented at a conference and published in abstract form, to avoid copyright infringement. The AJHPE does not hold itself responsible for statements made by the authors. The corresponding author should also indicate if the research forms part of a postgraduate short report, dissertation or thesis.
Previously published images
If an image/figure has been previously published, permission to reproduce or alter it must be obtained by the authors from the original publisher and the figure legend must give full credit to the original source. This credit should be accompanied by a letter indicating that permission to reproduce the image has been granted to the author/s. This letter should be uploaded as a supplementary file during submission.Main Article Content
Making sense of knowing: Knowledge creation and translation in student occupational therapy practitioners
Abstract
Background. While the body of evidence regarding knowledge translation (KT) has surged in the past decade, quality information remains largely unknown, especially in occupational therapy (OT). Evidence-based practice within the profession is therefore potentially threatened, necessitating that students are adequately trained and able to translate research into practice when entering the profession.
Objective. To explore how OT student practitioners create and translate knowledge in their clinical practice settings.
Methods. An open-ended questionnaire was administered to all final-year OT students (N=24) enrolled at the University of KwaZulu-Natal, Durban, South Africa, in 2016, with a response rate of 71% (n=17). Data were analysed thematically using an inductive-deductive approach.
Results. Strategies used by students in knowledge creation included inquiry through discussions with peers and interactions with stakeholders (lecturers, mentors and clinicians); synthesis by hands-on practice and in the application of knowledge in research projects; and use of knowledge tools (e.g. electronic searches for literature, presentations and seminars) and social media (e.g. instant messages, videos and blogs). KT was enacted by educational meetings for peer development – both student and clinician driven, educational materials and dissemination channels, such as workshops, presentations and in developing communities.
Conclusions. This study identified context-specific KT processes and strategies used by OT students. Strategies were simple and accessible within their contexts, and were mainly related to gaining insights geared towards specific OT practice. These findings may assist educators in developing opportunities for students that may enhance their creation and translation of knowledge into practice as clinicians.
