Reflection on Evidence-based Practice

Prior to attending the Occupational Therapy (OT) program at Touro University Nevada, I
had little experience utilizing evidence-based research (EBR). In my undergraduate career, I
obtained a Bachelors of Science in Exercise Science and Health and completed a capstone
project highlighting the importance of providing lactation accommodations for breastfeeding
mothers. Research completed focused on identifying programs in which universities had
provided said accommodations on campus for breastfeeding mothers to express milk, rather than
strictly through evidence-based search engines.
Upon applying for the OT program at Touro University Nevada, it intrigued me that this
degree was a Masters of Science in Occupational Therapy, highlighting the importance of EBR.
I looked forward to expanding my knowledge in the evidence-based world. My view of EBR
shifted immensely throughout this program to a more positive perspective. I found myself no
longer reading Wikipedia for sought out information or reading the first link that popped up
when I typed something into the Google search engine. In a way, I believe I have become much
more picky and selective when identifying needed information on the internet.
Two artifacts which contributed to my growth as an evidence-based occupational therapy
student include the systematic review as well as utilizing EBR articles to aid intervention
planning during level II fieldwork. I worked alongside one member of the OT cohort to
complete a systematic review on the benefits of telehealth with patients diagnosed with
neurodegerative diseases. The process of completing a systematic review is lengthy and requires
much time and energy. Throughout this process, I learned the process of identifying research
articles, how to critically appraise an article, whether an article is useful to the research being
sought out, and how to present said research. Alongside my peer, the systematic review was

presented at the 10th annual research day at Touro University Nevada, allowing us the
opportunity to enhance our leadership and presentation skills in a research-based environment.
In addition to completing a systematic review, I realized how vital the use of EBR articles
is in everyday practice. During the completion of my first level II fieldwork in a skilled nursing
facility, I often treated patients diagnosed with a variety of illnesses. I had little knowledge or
experience and often sought out others research to ensure my intervention planning was
providing the patient the best experience to ensure progress was being made.
Shifting from undergraduate to graduate studies at Touro University Nevada with
increased emphasis on EBR, I feel that I have enhanced my knowledge and am more welcoming
and excited about EBR. I feel that without research our profession and intervention planning
would become redundant and ineffective. I look forward to continuously seeking out the latest
and greatest research in the OT profession to enrich my knowledge as a future occupational
therapist. One way of keeping this promise to myself is that I will be attending the AOTA
Conference in April of 2016 as well as the Washington Occupational Therapy Association
Miniconference located in Washington.