Use of a Knowledge Translation Approach to Promote Implementation of Clinical Practice Guidelines in an Experiential Learning Course Within an Entry-Level Doctor of Physical Therapy Program: A Qualitative Study

Document Type

Peer-Reviewed Article

Publication Date

2025

Abstract

Introduction. Teaching health sciences students how to evaluate and implement clinical practice guidelines (CPGs) is challenging.

Review of Literature. Physical therapist education offers experiential learning opportunities to teach students how to evaluate and implement CPGs. Knowledge translation (KT) guides the process of moving research evidence into practice. Experiential learning using KT principles can teach students to assess barriers to evidence use and overcome implementation challenges. The purpose of this retrospective phenomenological qualitative study was to explore the beliefs, perceptions, and experiences of former physical therapist students' who completed a neurologic elective course implementing 2 CPGs. Furthermore, how the course impacted their clinical experiences is also described.

Subjects. Nine third-year physical therapist students.

Methods. Students who participated in an elective experiential learning course developed using KT principles were recruited. Focus groups were held to determine the students' perceptions and experiences with implementing CPGs in the classroom and during their clinical experiences. Content analysis was used to identify codes and categories, and they were aligned with the Consolidated Framework of Implementation Research. Trustworthiness was established through member checking, peer debriefing, and an external audit.

Results. Students reported individual and contextual facilitators during the elective that supported CPG use. Students identified improved knowledge, confidence, and skill to perform the CPGs that facilitated their transfer of knowledge from the classroom to the clinic. During their clinical experiences, students discussed contextual factors, such as culture, environment, and patient population, which served as both facilitators and barriers to CPG use.

Discussion and Conclusion. Experiential learning enhanced knowledge, confidence, and skill with using CPGs and facilitated students' integration of evidence-based practice into their clinical experiences. Where possible, physical therapy curricula should incorporate experiential learning with KT principles to help students identify barriers to CPG use and develop strategies to enhance future evidence-based practice implementation.

INTRODUCTION Clinical practice guidelines (CPGs) provide recommendations to health care providers to help guide practice. Clinical practice guidelines are developed through a systematic and rigorous process to provide synthesized recommendations on the most effective examination strategies and treatment interventions supported by best evidence.1-4 The importance of using CPGs to improve patient outcomes has been highlighted by the American Physical Therapy Association and its components including the Academy of Neurologic Physical Therapy.1,2 Clinical practice guidelines are valuable to help guide practice with the goal to decrease inconsistencies in health care delivery.1-4

Studies consistently document the challenges with implementing CPGs into clinical practice.5,6 Barriers to using CPGs are related to the individual, organizational context, and the complexity of the evidence itself.5 Individual clinicians may experience lack of confidence or knowledge to implement the CPG. Organization barriers include resistance to change, leaders who are not supportive of the change, and lack of equipment. In addition, the evidence may be complex, costly to implement, and not accepted by patients, clinicians, and the organization.5,7 Despite these challenges, there is a need to improve uptake of evidence and CPGs into education and clinical practice to enhance consistency in care based on current best evidence.1-4,8,9 Physical therapist educators can positively influence doctor of physical therapy (DPT) students' preparation and teach them to correctly translate evidence from the classroom to the clinic.

Comments

Online ahead of print, February 11, 2025

At the time of publication, Marco Rodis was a graduate student in the physical therapy program at Sacred Heart University

DOI

10.1097/JTE.0000000000000400

PMID

39932688

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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