Occupational therapy evidence-based practice (EBP) capstone projects allow OT students to integrate knowledge and skills learned throughout their OT program by planning and implementing an evidence-based intervention. These capstone projects are an important way for students to demonstrate their ability to apply the process of EBP to address an OT practice question or need.
The first step in an OT EBP capstone project is to identify a clear practice question or area of focus that is relevant to the OT scope of practice. Good practice questions are answerable and focused. Students may choose a question related to a specific client population, diagnoses, interventions, assessments, or other OT-related topics. Making the question too broad will make it difficult to find relevant evidence.
Once a practice question is defined, students then search for and critically appraise the best available research evidence related to that question. A thorough search of various databases like CINAHL, PubMed, and Cochrane is required to identify the highest levels of evidence such as systematic reviews and randomized controlled trials. Not all sources found will be of sufficient quality, so students must evaluate the evidence based on criteria like its validity, results, and applicability to the question.
After reviewing the evidence, students summarize the key findings related to best or promising practices. Any gaps in the existing research base should also be identified. From this review, students determine implications and recommendations for practice that are supported by research evidence. This is an important step that directly ties the evidence to potential solutions for the identified practice question.
With evidence-based recommendations in hand, students then develop a detailed OT intervention plan. This plan describes how the evidence will be implemented into practice and includes specifics about the target population, screening procedures, goals, intervention approach and protocol, outcome measures, timeline, and resources needed. Considerations around proper consent, privacy, safety, and reimbursement should also be addressed.
Implementation of the evidence-based project is a key component of EBP capstone projects. While some projects can only be implemented on a limited basis, others may involve direct service delivery to clients. Throughout the implementation phase, students collect and record data regarding outcomes, barriers, lessons learned, and any necessary modifications to the original project plan.
Students analyze and disseminate the results of their EBP project. Outcome data is interpreted within the context of the evidence reviewed earlier. Students evaluate whether the results support the effectiveness of the evidence-based intervention used or if modifications are still needed. Dissemination takes the form of a final scholarly report and presentation on the entire EBP process, including a reflection on how the project enhanced the student’s understanding and application of EBP principles in their future OT practice.
While EBP capstone projects require significant planning, implementation, and follow-through, they provide invaluable real-world experience in critically appraising research and translating evidence into clinical practice. Students gain confidence in their ability to identify needs, search and review literature, develop well-designed intervention plans, implement programs competently and ethically, collect meaningful data, and share results. These projects truly exemplify the evidence-based practitioner that OT programs aim to cultivate.
OT EBP capstone projects serve as the culminating demonstration of students’ knowledge and skills relating to evidence-based clinical decision making. Through identifying needs, reviewing research, developing intervention plans, implementing projects, analyzing outcomes, and disseminating results – all while adhering to OT ethics and standards – students partake in the full EBP process from beginning to end. This hands-on learning experience equips them well for integrating and applying EBP principles throughout their careers as occupational therapy practitioners.
Andrew Stroud