A Demonstration of Knowledge Translation in A Transition Community of Practice. Issue 2 (3rd April 2021)

• Record Type: Journal Article
• Authors: Majeski, Karen; Schefkind, Sandra
• Is Part Of: Journal of occupational therapy, schools, & early intervention. Volume 14:Issue 2(2021)
• Page Start: 225
• Page End: 231
• Publication Date: 2021-04-03
• Subjects: Knowledge translation -- community of practice -- occupational therapy -- postsecondary transitions; Occupational therapy for children -- United States -- Periodicals; Occupational therapy for children -- Periodicals; Children with disabilities -- Education -- United States -- Periodicals; Children with disabilities -- Education -- Periodicals; Periodicals; 615.85150830973
• DOI: 10.1080/19411243.2021.1875385
• Languages: English
• ISSNs: 1941-1243

Abstract

ABSTRACT: An American Occupational Therapy Association (AOTA) Transition Community of Practice (CoP) subgroup engaged in a knowledge translation strategy as demonstrated through their process and product development. The CoP members first coalesced regularly to discuss their common interest in promoting occupational therapy's value and in advancing practices. The CoP subgroup then used a consensus-driven approach to develop and to test a presentation of declarations connecting occupation and postsecondary transition. The subgroup refined the presentation based on feedback solicited at multiple Conferences and CoP meetings. This iterative, community-driven process and product captured practitioner authentic experiences and needs, thereby offering a valuable method for engagement, learning, and growth. The tool, developed by and for practitioners, following the knowledge to action process offers valuable steps to advance the role of occupational therapy in school age transitions to post-school life.