COMMUNITY OF PRACTICE APPROACH: IMPROVING QUALITY OF OT INTERVENTION IN THE TRANSITONAL CARE OF ACUTE STROKE CLIENTS

Background: A group of practitioners, researchers, teachers, students and clients collaborate in the development of the OT profession in a Community of Practice (CoP). A best practice protocol and flowchart for integrated OT... [ view full abstract ]

Background:

A group of practitioners, researchers, teachers, students and clients collaborate in the development of the OT profession in a Community of Practice (CoP). A best practice protocol and flowchart for integrated OT was developed to improve the transitional care of acute stroke clients directly discharged from the hospital to their homes in the community.

Method:

Within the CoP approach (Wenger, 1998) two methodological concepts are used: evidence-based practice (from research to practice) and practice-based evidence (from practice to research). Research was focused on the evaluation of the implementation of the protocol for transitional OT care in practice.

Results:

Preliminary results show that OT practitioners appreciate the transition protocol for stroke clients and the used CoP approach. Application in practice shows the importance of using a standard approach of a client-centred and occupation-based intervention. Involving a client in the CoP has proven to be a valuable addition.

Conclusion:
The CoP approach creates a stimulating dialogue, resulting in involvement and commitment using the protocol. Aligning all members’ perspectives and interests remains a challenging active learning process from conceptualisation towards active experimenting, reflection and adjustment of best practice. Using a core set of instruments might foster client-centred working and shared decision making.

Application to Practice:
The CoP approach combining experience from different members is promising in connecting practice, education and research in the quality improvement of transitional OT care in clients with an acute stroke.

References

Wenger, E. (1998). ‘Communities of practice: learning, meaning, and identity’. Cambridge: Cambridge University Press