Exploring Knowledge Translation Concepts in U.S. Occupational Therapy Research: A Content Analysis

Authors

Jennifer A. Weaver, Jennifer A. Weaver, PhD, OTR/L, is Assistant Professor, Department of Occupational Therapy, College of Health and Human Sciences, Colorado State University, Fort Collins, CO; jen.weaver@colostate.edu.
Halley Read, Halley Read, MOT, OTR/L, is Clinical Assistant Professor, School of Occupational Therapy, College of Health Professions, Pacific University, Hillsboro, OR.
M Nicole Martino, M. Nicole Martino, PhD, OTR/L, is Assistant Professor, Division of Occupational Therapy Education, Department of Health and Rehabilitation Sciences, University of Nebraska Medical Center, Omaha.
Emily J. Balog, Emily J. Balog, PhD, OTR/L, is Assistant Professor and Doctoral Capstone Coordinator, Occupational Therapy Doctorate Program, Department of Rehabilitation and Movement Sciences, School of Health Professions, Rutgers University, Newark, NJ.
Monika Sinha-Bhamra, Monika Sinha-Bhamra, MPH, OTR/L, is PhD Candidate, Department of Clinical Research and Leadership, School of Medicine and Health Sciences, The George Washington University, Washington, DC.
Mary Corcoran, Mary Corcoran, PhD, OTR/L, FAOTA, is Professor Emerita, Department of Clinical Research and Leadership, School of Medicine and Health Sciences, The George Washington University, Washington, DC.

Document Type

Journal Article

Publication Date

9-1-2022

Journal

The American journal of occupational therapy : official publication of the American Occupational Therapy Association

Volume

76

Issue

5

DOI

10.5014/ajot.2022.049127

Abstract

IMPORTANCE: As a new Accreditation Council for Occupational Therapy Education® standard, knowledge translation (KT) is an important concept to occupational therapy. A better understanding of KT in occupational therapy research could inform its relevance to occupational therapy education, research, and practice. OBJECTIVE: To answer the question "To what extent does published U.S.-based occupational therapy research that is explicitly underpinned by a KT theory, model, or framework reflect processes and concepts outlined in the knowledge-to-action (KTA) framework?" DESIGN: A systematic search was conducted to purposively sample U.S.-based occupational therapy research. A content analysis of 11 articles explored concepts of the KTA framework. OUTCOMES AND MEASURES: KTA was used as a conceptual foundation. RESULTS: Multiple sources of data mapped onto concepts in the knowledge creation cycle and each of the first five concepts of the knowledge action cycle. We found that three concepts from the knowledge action cycle-monitor knowledge use, evaluate outcomes, and sustain knowledge use-were not well represented in the sample. CONCLUSIONS AND RELEVANCE: Future research on the monitoring, evaluation, and sustained use of occupational therapy interventions is needed. The adoption of new interventions is important, and the knowledge of how they are sustained in practice will facilitate the clinical integration of future interventions. What This Article Adds: Occupational therapy research that uses KT lacks an emphasis on monitoring and sustaining evidence-informed interventions. Future research on the integration of such interventions into clinical practice is needed so that best practices in occupational therapy can be promoted.

APA Citation

Weaver, Jennifer A.; Read, Halley; Martino, M Nicole; Balog, Emily J.; Sinha-Bhamra, Monika; and Corcoran, Mary, "Exploring Knowledge Translation Concepts in U.S. Occupational Therapy Research: A Content Analysis" (2022). GW Authored Works. Paper 1678.
https://hsrc.himmelfarb.gwu.edu/gwhpubs/1678

Department

Clinical Research and Leadership