Sharon Mickan: Identifying Research Opportunities In Your Own Backyard
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This document outlines various ways to develop a culture of research within an occupational therapy practice, beginning with small, achievable steps. It recommends starting with clinical audits to evaluate current practices, identify areas for improvement, and inform future research. Clinical audits employ similar methods to research, including clearly defining problems and questions, collecting and analyzing data systematically, and disseminating findings to improve patient care. Postgraduate study, journal clubs, facilitating research projects, and writing grant applications can also help foster inquiry and develop research skills over time. The goal is to establish a cycle of continuous quality improvement through evidence-based practice.
Sharon Mickan: Identifying Research Opportunities In Your Own Backyard
- 1. Identifying research opportunities in your own backyard Dr Sharon Mickan Senior Lecturer Oxford Brookes University
- 2. Overview Personal examples of developing research The journey of research Developing a culture of enquiry Group workshop - Plan an audit
- 3. Research development experiences Personal study Journal clubs, with a twist OT research facilitator Dissertation students Writing grant applications
- 4. 1. Personal Study Postgraduate study can be contagious Interesting discussions Sharing articles Preparing posters, presentations It does require management support, time You need to make your topic real You can foster a culture of enquiry, asking questions
- 5. 2. Journal clubs with a twist Traditional journal clubs often fade Re –energise with students Invite other professionals for opinion EBP lunchtime seminars Start with a clinical scenario, question Online real time searching using search terms Read and critique abstracts Reflect back on the original clinical scenario
- 6. 3. OT Research Facilitator Package of 1 day/ week facilitation, with interested staff having dedicated time Afternoon/week/month is not realistic – need to collect time and work away from clinical environment Useful to supervise quality audits, prepare conference presentations, summary articles set up comparative pilot/audit of practice
- 7. 4. Dissertation students Students must prepare a literature review and a research proposal make it real within a clinical partnership use, edit, publish literature review students can build on each other’s work Need to be clear about a realistic and researchable question
- 8. 5. Writing grant applications Big grants need big teams of big people collaborations between academia & practice Start small and achievable Ask for funding Professional associations Self help, client information organisations
- 9. The journey of research Starts with a culture of enquiry Asking questions – what is known What is not known – be very specific Get the basics right first
- 10. Use clinical audits You need to know what is happening before you can understand where the problems, bottlenecks are Before you can suggest, plan improvements Before you can evaluate whether it has made a difference
- 11. OTs use audits in many ways Client satisfaction Referral forms, guidelines Clinical pathways Waiting list evaluation, management Utilisation of equipment review Caseload review Individual, group therapy review ….
- 12. A client’s question Mickan S and Rodger S (2002) Quality activities: Utilising evidence and informing clinical research. Australian Journal of Occupational Therapy. 49(2), 93-99.
- 13. Use the Quality activity cycle Mickan S and Rodger S (2002) Quality activities: Utilising evidence and informing clinical research. Australian Journal of Occupational Therapy. 49(2), 93-99.
- 14. Clinical Audit Framework Plan Do Check Act
- 15. Plan 1. Select the topic describe the problem/issue what is current policy practice? clarify outcome/expectation who will benefit? how? what do you want to know 2. Clarify standards based on evidence describe setting/context/literature what sort of answers are you looking for? what are the key concepts? 3. Choose the workgroup what population are you interested in? ensure appropriate mix of skills & influence
- 16. Do 4. Set up processes for data collection and analysis ensure you are measuring your key concepts are there standardised/validated tools? how will the data address your problem? how will the data be collected? ensure sufficient resources 5. Collect baseline measurements develop consistent data collection methods is recording part of regular care? 6. Analysis identify causes of problem / reasons for result do you need help? from whom?
- 17. Check 7. Develop solutions based on data analysis prioritise solutions identify changes needed consult with key stakeholders 8. Suggest strategies for change implement best solution use natural change leaders
- 18. Act 9. Implement change ensure consistent data collection 10. Evaluate analyse & interpret what is the evaluation plan? are the timescales realistic? relate to original problem 11. Review standards based on findings disseminate to appropriate audience
- 19. Clinical audits and Research? There are many similarities Aim to provide knowledge to improve patient care Use principles of disciplined and systematic enquiry Require a clear problem, question Require consistent methods of data collection, measurement, analysis, interpretation
- 20. The journey to research Can start with Clinical Audits They can develop a culture of enquiry Asking questions – what is known What is not known – be very specific Get the basics right first They can utilise research evidence Evaluate research in practice They can inform future research
- 21. Group Workshop In groups of 4-6, use the framework supplied to develop a clinical audit in a real practice setting Work through the steps logically Act as critical friends for each other – be critical of the discipline, rigor, measurement, analysis It is better to rethink your evaluation plan before you start than realise half way through you did not collect the right data, or ask the right questions!