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Strategies for introducing evidence‐based practice and changing clinician behaviour: A manager’s toolbox
Author(s) -
McCluskey Annie,
Cusick Anne
Publication year - 2002
Publication title -
australian occupational therapy journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.595
H-Index - 44
eISSN - 1440-1630
pISSN - 0045-0766
DOI - 10.1046/j.1440-1630.2002.00272.x
Subject(s) - toolbox , occupational therapy , process (computing) , psychology , evidence based practice , process management , swot analysis , change management (itsm) , behaviour change , medical education , applied psychology , public relations , business , medicine , computer science , psychological intervention , political science , marketing , alternative medicine , pathology , lean manufacturing , psychiatry , programming language , operating system
Significant behaviour change is required if occupational therapy practice in Australia is to become more evidence‐based. Occupational therapy managers, both clinical and academic, are well positioned to be key players in this process. Indeed, it is suggested that managers need to drive the change process. The aim of this paper is to help occupational therapy managers better understand and prepare for the change process, and the shift to evidence‐based practice. Two models of change are presented and applied to evidence‐based practice: (i) the stages of readiness for change; and (ii) individual responses to change, according to how quickly a person alters their behaviour and practice when confronted with change. Practical strategies are suggested for managers to use during the change process, including a review of the attitudes and values of staff, identifying barriers to implementation, strategic planning, and the use of SWOT analysis (strengths, weaknesses, opportunities and threats). Recommendations for further research are also discussed. Unfortunately, there are no quick‐fix strategies or ‘magic bullets’. Evidence‐based practice requires a change in attitudes and values, a major change in work behaviours, and a commitment to lifelong, self‐directed learning.