Even though evidence-based healthcare providers have been required to measure the impact of their interventions with consistent and sound outcome measurement, implementation rates continue to be low (Colquhoun et al., 2017), complicating the process of comparing local outcomes to population outcomes (Bozic, 2013). Evidence suggests that healthcare providers continue to rely on informal and unsystematic approaches to outcomes measurement, even when guidelines suggest tools and timelines for collection of data (Colquhoun et al., 2017). One barrier identified is that selecting tools can be especially difficult as it requires the integration of disparate knowledge: understanding of measurement theory and principles, ability to use evidence to identify factors that are remediable to change, ability to appraise the psychometric qualities of tools, and ability to combine different types of tools in a consistent, efficient, and feasible manner in order to gather strong local data to support analysis of effectiveness(Moore et al., 2018). Therefore, healthcare providers need to systematically and routinely use a combination of tools to support analysis of the change scores in local practice (D Steenbeek, Ketelaar, Galama, & Gorter, 2008). This process is complex-requiring the application of measurement theory, intervention theory and evidence-based process knowledge and skills. Importantly, effective strategies have been identified which increase the use of standardized outcome measures including: a) evaluating current practice, b) comparing local practice to suggested assessment routines in guidelines, c) developing skills for locating, appraising and selecting potential tools for applicability and utility in the setting; and d) developing a minimum data set to use with all clients who present with the problem/condition in the local setting (Moore et al., 2018). The objectives of this presentation is to increase the capacity of individual healthcare setting to develop a standardized outcome measurement strategy for a local setting by taking them through the process.
Angela Benfield is an occupational therapist who has over 23 years of clinical experience with children. She currently teaches in an entry-level master’s degree occupational therapy program. She has spoken on clinical reasoning, measuring outcomes and EBP internationally. Her research interest explores the skills required to be a competent allied health professional and the development of expertise. She has developed an interprofessional model of evidence-informed professional thinking which identifies activities which support the development of expertise. She has also operationalized the model through the development of the measure of evidence-informed professional thinking using Rasch analysis.
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